M Organizational Behavior 3rd Edition McShane Test Bank 1

Chapter 04 - Workplace Emotions, Attitudes, and Stress
M Organizational Behavior 3rd

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Chapter 04
Workplace Emotions, Attitudes, and Stress
True / False Questions
1. Emotions are the primary source of individual motivation.

TRUE
By definition, emotions put us in a state of readiness and are the primary source of individual
motivation.
AACSB: Analytic
Accessibility: Keyboard Navigation
Blooms: Remember
Learning Objective: 04-01 Explain how emotions and cognition (logical thinking) influence attitudes and behavior.
Level of Difficulty: 1 Easy
Topic: Emotions in the Workplace
4-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
2. Emotions represent the cluster of beliefs, assessed feelings, and behavioral intentions
toward a person, object, or event.
FALSE
Emotions are physiological, behavioral, and psychological episodes experienced toward an

object, person, or event that create a state of readiness.
AACSB: Analytic
Blooms: Remember
4-2
3. Emotions are brief events or "episodes".

TRUE

object, person, or event that create a state of readiness. These "episodes" are very brief events
that typically subside or occur in waves lasting from milliseconds to a few minutes.
AACSB: Analytic
Blooms: Remember
4. Moods represent our reaction to specific people or events, whereas emotions are not
directed toward anything in particular.
FALSE
Emotions are directed toward someone or something. This differs from moods, which are not
directed toward anything in particular and tend to be longer-term emotional states.
AACSB: Analytic
Blooms: Remember
5. People are consciously aware of most emotions they experience.

FALSE
Emotions are experiences. They represent changes in our physiological state (e.g., blood
pressure, heart rate), psychological state (e.g., thought process), and behavior (e.g., facial
expression). Most of these emotional reactions are subtle and occur without our awareness.
AACSB: Analytic
Blooms: Remember
4-3
6. Strong emotions trigger our conscious awareness of a threat or opportunity in the external
environment.
TRUE
Emotions put us in a state of readiness. When we get worried, for example, our heart rate and
blood pressure increase to make our body better prepared to engage in fight or flight. Strong
emotions trigger our conscious awareness of a threat or opportunity in the external
environment.
AACSB: Analytic
Blooms: Remember
7. Moods are less intense emotional states that are directed toward something or somebody in
particular.
FALSE
Emotions are directed toward someone or something. This differs from moods, which are not
directed toward anything in particular and tend to be longer-term emotional states.
AACSB: Analytic
Blooms: Remember
8. Emotions put us in a state of readiness.

TRUE
Emotions put us in a state of readiness. When we get worried, for example, our heart rate and
blood pressure increase to make our body better prepared to engage in fight or flight.
AACSB: Analytic
Blooms: Remember
4-4
9. Emotions generate a core affect that something is good or bad, helpful or harmful, to be
approached or avoided.
TRUE
Emotions have an associated valence (called core affect) signaling that the perceived object or
event should be approached or avoided.
AACSB: Analytic
Blooms: Remember
Topic: Types of Emotions
10. Attitudes are judgments, whereas emotions are experiences.

TRUE
Attitudes are judgments, whereas emotions are experiences. In other words, attitudes involve
evaluations of an attitude object, whereas emotions operate as events, usually without our
awareness.
AACSB: Analytic
Blooms: Remember
Topic: Emotions, Attitudes, and Behavior
11. Beliefs are established perceptions about an attitude object.

TRUE
Beliefs are established perceptions about an attitude object—what you believe to be true.
AACSB: Analytic
Blooms: Remember
4-5
12. Attitudes consist of the following three components: emotions, beliefs, and behaviors.
FALSE
Attitudes consist of the following three components: beliefs, assessed feelings, and behavioral
intentions toward a person, object, or event.
AACSB: Analytic
Blooms: Remember
13. Behavioral intentions represent your conscious positive or negative evaluations of an

attitude object.
FALSE
Behavioral intentions represent your motivation to engage in a particular behavior regarding

an attitude object.
AACSB: Analytic
Blooms: Remember
14. People with the same beliefs will always form the same feelings toward an attitude
object.
FALSE
People with the same beliefs might form quite different feelings toward an attitude object
because they have different valences for those beliefs.
AACSB: Analytic
Blooms: Remember
4-6
15. The emotional markers that nonconsciously tag sensory information are calculated
feelings toward an information source.
FALSE
Our brain tags incoming sensory information with emotional markers based on a quick and
imprecise evaluation of whether that information supports or threatens our innate drives.
These markers are not calculated feelings; they are automatic and nonconscious emotional
responses based on very thin slices of sensory information.
AACSB: Analytic
Blooms: Understand
Level of Difficulty: 2 Medium
16. The influence of both cognitive reasoning and emotions on attitudes is most apparent
when they agree with each other.
FALSE
The influence of both cognitive reasoning and emotions on attitudes is most apparent when
they disagree with each other.
AACSB: Analytic
Blooms: Understand
4-7
17. Studies indicate that while executives tend to make quick decisions based on logical
reasoning, the best decisions are based on their emotional responses.
FALSE
Studies indicate that while executives tend to make quick decisions based on their gut feelings
(emotional responses), the best decisions tend to occur when executives spend time logically
evaluating situations.
AACSB: Analytic
Blooms: Understand
18. Corporate leaders need to keep in mind that emotions shape employee attitudes and
attitudes influence various forms of work-related behavior.
TRUE
Corporate leaders need to keep in mind that emotions shape employee attitudes and attitudes
influence various forms of work-related behavior.
AACSB: Analytic
Blooms: Understand
4-8
19. Cognitive dissonance occurs only when others observe an inconsistency between our
beliefs, feelings, and behavior.
FALSE
Cognitive dissonance occurs when people perceive that their beliefs, feelings, and behavior
are incongruent with each other. This inconsistency generates emotions (such as feeling
hypocritical) that motivate a person to create more consistency by changing one or more of
these elements.
AACSB: Analytic
Blooms: Understand
Topic: Cognitive Dissonance
20. A person's emotions are influenced by his or her personality, not just from workplace
experiences.
TRUE
Our coverage of the dynamics of workplace emotions wouldn't be complete unless we

mention that emotions are also partly determined by a person's personality, not just workplace
experiences.
AACSB: Analytic
Blooms: Remember
Topic: Emotions and Personality
4-9
21. Emotional labor refers to any physical work that makes employees feel angry that they
must perform this kind of work.
FALSE
Emotional labor refers to the effort, planning, and control needed to express organizationally
desired emotions during interpersonal transactions.
AACSB: Analytic
Blooms: Remember
Learning Objective: 04-02 Discuss the dynamics of emotional labor and the role of emotional intelligence in the workplace.
Topic: Managing Emotions at Work
22. Display rules are norms requiring us within our role to display specific emotions and to
hide other emotions.
TRUE
Display rules are norms or explicit rules requiring us within our role to display specific
emotions and to hide other emotions.
AACSB: Analytic
Blooms: Remember
23. Emotional labor decreases when employees must precisely rather than casually abide by
the display rules.
FALSE
Emotional labor increases when employees must precisely rather than casually abide by the
display rules.
AACSB: Analytic
AACSB: Diversity
Blooms: Remember
4-10
24. Emotional dissonance occurs when two or more people with notable differences in
emotional intelligence interact with each other.
FALSE
Emotional dissonance is the psychological tension experienced when the emotions people are
required to display are quite different from the emotions they actually experience at that
moment.
AACSB: Analytic
Blooms: Remember
Topic: Emotional Dissonance
25. Emotional labor demands are higher in jobs where interaction with clients is frequent and
longer.
TRUE
Emotional labor demands are higher in jobs requiring a variety of emotions (e.g., anger as
well as joy) and more intense emotions (e.g., showing delight rather than smiling weakly), as
well as in jobs where interaction with clients is frequent and longer.
AACSB: Analytic
Blooms: Remember
26. Norms about displaying or hiding your true emotions vary considerably across cultures.
TRUE
Norms about displaying or hiding your true emotions vary considerably across cultures.
AACSB: Analytic
Blooms: Remember
Topic: Emotional Display Norms across Cultures
4-11
27. Jobs in which employees must frequently display emotions that oppose their genuine
emotion require more emotional labor.
TRUE
Emotional labor potentially requires people to act contrary to their self-view, which can lead
to psychological separation from self. These problems are greater when employees need to
frequently display emotions that oppose their genuine emotions.
AACSB: Analytic
Blooms: Remember
28. Surface acting may result in stress and job burnout.

TRUE
Employees often deal with emotional discrepancies by engaging in surface acting; they
pretend that they feel the expected emotion even though they actually experience a different
emotion. One problem with surface acting is that it can lead to higher stress and burnout.
AACSB: Analytic
Blooms: Understand
29. Employees experience less stress from emotional labor when they practice surface acting
rather than deep acting.
FALSE
Surface acting can lead to higher stress and burnout. Another strategy is to engage in deep
acting rather than surface acting. Deep acting involves visualizing reality differently, which
then produces emotions more consistent with the required emotions.
AACSB: Analytic
Blooms: Understand
4-12
30. Deep acting involves visualizing reality differently, which then produces emotions more
consistent with the required emotions.
TRUE
Deep acting involves visualizing reality differently, which then produces emotions more
AACSB: Analytic
Blooms: Remember
31. Emotional intelligence refers to a set of abilities to perceive and express emotion,
assimilate emotion in thought, understand and reason with emotion, and regulate emotion in
oneself and others.
TRUE
Emotional intelligence is a set of abilities to perceive and express emotion, assimilate emotion
in thought, understand and reason with emotion, and regulate emotion in oneself and others.
AACSB: Analytic
Blooms: Remember
Topic: Emotional Intelligence
32. Emotional intelligence refers to how an individual behaves, not the abilities of that
individual.
FALSE
AACSB: Analytic
Blooms: Remember
4-13
33. The dimensions of emotional intelligence are cognitive dissonance, continuance

commitment, and emotional labor.
FALSE
Emotional intelligence consists of four dimensions: awareness of one's own emotions,

management of one's own emotions, awareness of others' emotions, and management of
others' emotions.
AACSB: Analytic
Blooms: Remember
34. Managing others' emotions represents the highest level of emotional intelligence.
TRUE
Managing other people's emotions is the highest level of emotional intelligence because this
ability requires awareness of our own and others' emotions.
AACSB: Analytic
Blooms: Remember
35. The four dimensions of emotional intelligence form a hierarchy.

TRUE
The four dimensions of emotional intelligence form a hierarchy. Awareness of your own
emotions is lowest because you need awareness to engage in the higher levels of emotional
intelligence. Managing other people's emotions is the highest level of EI because this ability
requires awareness of our own and others' emotions.
AACSB: Analytic
Blooms: Remember
4-14
36. People with high emotional intelligence are superior leaders.

TRUE
Research suggests that people with high emotional intelligence are better at interpersonal
relations, perform better in jobs requiring emotional labor, are superior leaders, make better
decisions involving social exchanges, are more successful in many aspects of job interviews,
and are better at knowledge sharing.
AACSB: Analytic
Blooms: Remember
Topic: Emotional Intelligence Outcomes and Development
37. Emotional intelligence improves all forms of performance.

FALSE
Emotional intelligence does not improve some forms of performance, such as tasks that
require minimal social interaction.
AACSB: Analytic
Blooms: Remember
38. The emotional intelligence of an individual tends to increase with age.

TRUE
Emotional intelligence increases with age; it is part of the process called maturity.
AACSB: Analytic
Blooms: Remember
4-15
39. Job satisfaction represents a person's evaluation of his or her job and work context.
TRUE
Job satisfaction is a person's evaluation of his or her job and work context.
AACSB: Analytic
Blooms: Remember
Learning Objective: 04-03 Summarize the consequences of job dissatisfaction as well as strategies to increase organizational (affective)
commitment.
Topic: Job Satisfaction
40. Employees are more likely to quit their jobs and be absent from work if they are
dissatisfied with their jobs.
TRUE
Job dissatisfaction builds over time and is eventually strong enough to motivate employees to
search for better work opportunities elsewhere. It also leads to reducing work effort, paying
less attention to quality, and increasing absenteeism and lateness.
AACSB: Analytic
Blooms: Remember
commitment.
Topic: Job Satisfaction and Work Behavior
41. The exit-voice-loyalty-neglect model states that some employees respond to their job
dissatisfaction by patiently waiting for a problem to work itself out or get resolved by others.
TRUE
The exit-voice-loyalty-neglect model states that "loyalists" are employees who respond to
dissatisfaction by patiently waiting—some say they "suffer in silence"—for the problem to
work itself out or be resolved by others.
AACSB: Analytic
Blooms: Understand
commitment.
4-16
42. According to the exit-voice-loyalty-neglect model, some unsatisfied employees engage in

"voice" by constructively recommending solutions to the source of their dissatisfaction.
TRUE
The exit-voice-loyalty-neglect model states that voice is any attempt to change, rather than
escape from, a dissatisfying situation. Voice can be a constructive response, such as
recommending ways for management to improve the situation, or it can be more
confrontational, such as filing formal grievances or forming a coalition to oppose a decision.
AACSB: Analytic
Blooms: Understand
commitment.
43. People with a high-conscientiousness personality are more likely to engage in neglect and
less likely to engage in voice.
FALSE
People with a high-conscientiousness personality are less likely to engage in neglect and more
likely to engage in voice.
AACSB: Analytic
Blooms: Understand
commitment.
4-17
44. Employees are likely to engage in voice when they have high loyalty to a company.
TRUE
Employees are more likely to quit when they have low loyalty to a company, and they are
more likely to engage in voice when they have high loyalty.
AACSB: Analytic
Blooms: Remember
commitment.
45. The relationship between job satisfaction and job performance would likely be stronger if
more organizations provided valued rewards for good performance.
TRUE
Higher performers receive more rewards (including recognition) and, consequently, are more
satisfied than low-performing employees who receive fewer rewards. The connection between
job satisfaction and performance isn't stronger because many organizations do not reward
good performance very well.
AACSB: Analytic
Blooms: Remember
commitment.
Topic: Job Satisfaction and Performance
4-18
46. Employees with higher job satisfaction tend to convey more friendliness and positive
feelings to customers.
TRUE
Most companies believe that customer satisfaction is a natural outcome of employee

satisfaction. These companies are applying the service profit chain model, which proposes
that job satisfaction has a positive effect on customer service, which flows on to shareholder
financial returns.
AACSB: Analytic
Blooms: Understand
commitment.
Topic: Job Satisfaction and Customer Satisfaction
47. Job satisfaction is an ethical issue that influences an organization's reputation in a

community.
TRUE
Job satisfaction is an ethical issue that influences an organization's reputation in a community.

People spend a large portion of their time working in organizations, and many societies now
expect companies to provide work environments that are safe and enjoyable. Indeed,
employees in several countries closely monitor ratings of the best companies to work for, an
indication that employee satisfaction is a virtue worth considerable goodwill for employers.
AACSB: Analytic
AACSB: Ethics
Blooms: Understand
commitment.
Topic: Job Satisfaction and Business Ethics
4-19
48. Organizational commitment refers to an employee's contractual obligation to provide a

minimum amount of time and effort to an organization in return for a fair day's pay from the
organization.
FALSE
Organizational commitment—or more specifically, affective commitment—is an employee's

emotional attachment to, identification with, and involvement in a particular organization.
AACSB: Analytic
Blooms: Remember
commitment.
Topic: Organizational Commitment
49. Continuance commitment is a psychological bond whereby one chooses to be dedicated to

and responsible for an organization.
FALSE
Affective commitment is a psychological bond whereby one chooses to be dedicated to and

responsible for an organization.
AACSB: Analytic
Blooms: Remember
commitment.
4-20
50. Continuance commitment is a calculative decision to remain with an organization.

TRUE
Continuance commitment is an employee's calculative attachment to an organization. This

calculation takes two forms. One form occurs where an employee has no alternative
employment opportunities. The other form occurs when leaving the company would be a
significant financial sacrifice.
AACSB: Analytic
Blooms: Remember
commitment.
51. Financial incentives given to employees to stay with an organization usually reduces
continuance commitment.
FALSE
A form of continuance commitment occurs when a company offers high pay, benefits, and
other forms of economic exchange in the employment relationship, or where quitting forfeits
a large deferred financial bonus.
AACSB: Analytic
Blooms: Remember
commitment.
4-21
52. Employees with high levels of affective commitment tend to engage in more
organizational citizenship behaviors.
TRUE
Affective commitment can be a significant competitive advantage. Employees with a strong

psychological bond to an organization are less likely to quit their jobs and be absent from
work. They also have higher work motivation and organizational citizenship, as well as
somewhat higher job performance.
AACSB: Analytic
Blooms: Remember
commitment.
Topic: Consequences of Affective and Continuance Commitment
53. Employees with very high loyalty tend to have high conformity, which results in lower
creativity.
TRUE
Employees with very high loyalty tend to have high conformity, which results in lower
creativity.
AACSB: Analytic
Blooms: Remember
commitment.
4-22
54. Continuance commitment motivates employees to increase their work effort beyond
expectations.
FALSE
Employees with high levels of continuance commitment are more likely to have lower
performance and are less likely to engage in organizational citizenship behaviors.
AACSB: Analytic
Blooms: Remember
commitment.
55. Opportunities for employee involvement and increased social identity with an
organization would increase the continuance commitment of employees.
FALSE
Employee involvement increases affective commitment by strengthening an employee's

psychological ownership and social identity with an organization.
AACSB: Analytic
Blooms: Remember
commitment.
Topic: Building Organizational Commitment
56. Trust, employee involvement, and organizational comprehension tend to increase affective
commitment.
TRUE
Employers can increase their employees' level of affective commitment through justice and
support, shared values, trust, organizational comprehension, and employee involvement.
AACSB: Analytic
Blooms: Understand
commitment.
4-23
57. Trust is a reciprocal activity; to receive trust from employees, corporate leaders must
demonstrate their trust in those employees.
TRUE
Trust refers to positive expectations one person has toward another person in situations
involving risk. Trust means putting faith in the other person or group. It is also a reciprocal
activity: To receive trust, you must demonstrate trust. Employees identify with and feel
obliged to work for an organization only when they trust its leaders.
AACSB: Analytic
Blooms: Remember
commitment.
58. Stress is an adaptive response to a situation that is perceived as challenging or threatening

to a person's well-being.
TRUE
The adaptive response to a situation that is perceived as challenging or threatening to a

person's well-being is called stress.
AACSB: Analytic
Blooms: Remember
Learning Objective: 04-04 Describe the stress experience and review three major stressors.
Topic: Work-Related Stress and Its Management
4-24
59. Eustress is a necessary part of life because it activates and motivates people to achieve
goals, change their environments, and succeed in life's challenges.
TRUE
Some level of stress—called eustress—is a necessary part of life because it activates and
motivates people to achieve goals, change their environments, and succeed in life's
challenges.
AACSB: Analytic
Blooms: Remember
60. Unlike distress, eustress is described as a negative experience, which has become a
chronic problem in many societies.
FALSE
Eustress is a level of stress, which is a necessary part of life because it activates and motivates
people to achieve goals, change their environments, and succeed in life's challenges. Distress
has become a chronic problem in many societies.
AACSB: Analytic
Blooms: Remember
61. The general adaptation syndrome describes the various consequences of distress.
FALSE
The general adaptation syndrome is a model of the stress experience, consisting of three
stages: alarm reaction, resistance, and exhaustion.
AACSB: Analytic
Blooms: Remember
Topic: General Adaptation Syndrome
4-25
62. According to general adaption syndrome, the alarm reaction stage activates various
biochemical, psychological, and behavioral mechanisms that give an individual more energy
and engage coping mechanisms to overcome or remove the source of stress.
FALSE
The alarm reaction stage occurs when a threat or challenge activates the physiological stress
responses. The next stage, resistance, activates various biochemical, psychological, and
behavioral mechanisms that give an individual more energy and engage coping mechanisms
to overcome or remove the source of stress.
AACSB: Analytic
Blooms: Understand
63. Job burnout is a particular stress consequence process, which typically consists of three
stages.
TRUE
Job burnout is a particular stress consequence that refers to the process of emotional
exhaustion, cynicism, and reduced feelings of personal accomplishment.
AACSB: Analytic
Blooms: Remember
Topic: Consequences of Distress
4-26
64. Any environmental condition that places a physical or emotional demand on a person is
called a stressor.
TRUE
Stressors include any environmental conditions that place a physical or emotional demand on
a person.
AACSB: Analytic
Blooms: Remember
Topic: Stressors: The Causes of Stress
65. Work overload and job burnout are also referred to as quid pro quo harassment at a
workplace.
FALSE
Sexual harassment is a type of harassment in which a person's employment or job

performance is conditional and depends on unwanted sexual relations, called quid pro quo
harassment.
AACSB: Analytic
Blooms: Remember
66. High task control increases employee exposure to the risk of burnout.
FALSE
A particular stress consequence is called job burnout. Low task control increases employee
exposure to the risk of burnout because they face high workloads without the ability to adjust
the pace of the load to their own energy, attention span, and other resources.
AACSB: Analytic
Blooms: Remember
4-27
67. Individuals with high neuroticism usually experience lower stress levels because they are
less prone to anxiety.
FALSE
Individuals with low neuroticism (high emotional stability) usually experience lower stress
levels because, by definition, they are less prone to anxiety, depression, and other negative
emotions.
AACSB: Analytic
Blooms: Remember
Topic: Individual Differences in Stress
68. Workaholics typically have a high level of enjoyment of work.

FALSE
A workaholic is a person who is highly involved in work, feels compelled to work, and has a
low enjoyment of work.
AACSB: Analytic
Blooms: Remember
Topic: Individual Differences in Stress
69. Job sharing and telecommuting are usually considered ways to reduce stress through
increasing work-life balance.
TRUE
Five of the most common work-life balance initiatives are flexible and limited work time, job
sharing, telecommuting (or teleworking), personal leave, and child care support.
AACSB: Analytic
Blooms: Remember
Learning Objective: 04-05 Identify five ways to manage workplace stress.
Topic: Remove the Stressor
4-28
70. Work practices such as flexible and restricted work hours increase work-related stress.
FALSE
An important way to improve work-life balance is restricting the number of hours that
employees are expected to work and giving them flexibility in scheduling those hours. This
practice reduces stress.
AACSB: Analytic
Blooms: Remember
71. Telecommuting is a way of helping employees withdraw from stressors.

FALSE
Telecommuting involves working from home or a site closer to home rather than commuting
a longer distance to the office every day. This is one of the options that companies can
provide to decrease stress from employees' lives.
AACSB: Analytic
Blooms: Understand
72. Vacations and holidays allow employees to withdraw from various organizational
stressors and re-energize for future challenges.
TRUE
Temporarily withdrawing from stressors is the most frequent way that employees manage
stress. Vacations and holidays are important opportunities for employees to recover from
stress and re-energize for future challenges.
AACSB: Analytic
Blooms: Understand
Topic: Managing Work-Related Stress
4-29
73. Stress can be managed by helping employees improve their self-concept so job challenges
are not perceived as threatening.
TRUE
One way to manage stress is to help employees improve their self-concept so job challenges
are not perceived as threatening.
AACSB: Analytic
Blooms: Understand
Topic: Change Stress Perceptions
74. Social support cannot improve a person's self-confidence, but it can help a person
withdraw from a stressor.
FALSE
Social support occurs when coworkers, supervisors, family members, friends, and others
provide emotional and informational support to buffer an individual's stress experience. It
potentially improves the person's optimism and self-confidence.
AACSB: Analytic
Blooms: Understand
Multiple Choice Questions
4-30
75. Emotions are defined as:

A. feelings that are not directed toward anything in particular.
B. our judgments about what is right or wrong.
C. our intentions to act toward an attitude object.
D. the cluster of beliefs, assessed feelings, and behavioral intentions toward a person, object,
or event which is called an attitude object.
E. physiological, behavioral, and psychological episodes experienced toward an object,
person, or event that create a state of readiness.

object, person, or event that create a state of readiness. These "episodes" are very brief events
that typically subside or occur in waves lasting from milliseconds to a few minutes.
AACSB: Analytic
Blooms: Remember
76. Emotions will have a greater influence on our perceptions, attitudes, decisions, and
behavior than cognition because:
A. emotional processes often occur before cognitive processes.
B. cognitive processes are less significant for individual behaviors.
C. emotional processes are simpler than cognitive processes.
D. emotional processes are more likely to result in negative behaviors.
E. cognitive processes are more likely to result in negative behaviors.
Neuroscience discoveries have revealed that our perceptions, attitudes, decisions, and
behavior are influenced by both cognitions and emotions. Emotions may have a greater
influence because emotional processes often occur before cognitive processes and,
consequently, influence the latter.
AACSB: Analytic
Blooms: Understand
4-31
77. Which of the following statements is true about emotions in the workplace?
A. Emotions are physiological actions rather than behavioral actions.
B. Emotions last for a longer time period.
C. Emotions are directed toward someone or something.
D. Emotions are also referred to as moods of individuals.
E. Emotions are high-intensity events in most cases.
Emotions are directed toward someone or something. For example, we experience joy, fear,
anger, and other emotional episodes toward tasks, customers, or a software program we are
using.
AACSB: Analytic
Blooms: Understand
78. Which of the following is an effect of emotions?

A. They represent the cluster of beliefs and behavioral intentions toward a person.
B. They put us into a state of readiness.
C. They help us involve in conscious logical reasoning.
D. They enable us to have established perceptions about an attitude object.
E. They represent one's motivation to engage in a particular behavior.

object, person, or event that create a state of readiness.
AACSB: Analytic
Blooms: Remember
4-32
79. Anger, fear, joy, and sadness represent:

A. the beliefs that influence our attitudes toward something or someone.
B. the first four stages of emotional labor.
C. different types of emotions.
D. the four dimensions of job satisfaction.
E. the four areas of the Johari Window.
Anger, fear, joy, and sadness represent types of emotions. They are directed toward someone
or something.
AACSB: Analytic
Blooms: Remember
80. According to the Circumplex Model of Emotions, high-activation negative emotions

include being:
A. bored.
B. gloomy.
C. jittery.
D. still.
E. all of these.
Purely high-activation negative emotions include being distressed, fearful, and jittery.
AACSB: Analytic
Blooms: Remember
4-33
81. Which of the following reflects the difference between emotions and attitudes?
A. Eating something versus drinking something
B. Experiencing something versus judging something
C. Perceiving something versus behaving toward something
D. Knowing about something versus doing something
E. Espoused values versus enacted values
Attitudes are judgments, whereas emotions are experiences. In other words, attitudes involve
evaluations of an attitude object, whereas emotions operate as events, usually without our
awareness.
AACSB: Analytic
Blooms: Understand
82. Beliefs, feelings, and behavioral intentions are components of:

A. attitudes.
B. the EVLN model.
C. organizational commitment.
D. emotions.
E. the psychological contract.
Attitudes represent the cluster of beliefs, assessed feelings, and behavioral intentions toward a
person, object, or event.
AACSB: Analytic
Blooms: Understand
4-34
83. Which of the following terms refers to established perceptions about an attitude object?
A. Intentions
B. Feelings
C. Senses
D. Beliefs
E. Behaviors
Beliefs are your established perceptions about an attitude object or what you believe to be
true.
AACSB: Analytic
Blooms: Remember
84. Which of the following represents one's conscious evaluations of an attitude object?
A. Intentions
B. Behaviors
C. Feelings
D. Senses
E. Beliefs
Feelings represent your positive or negative evaluations of an attitude object.
AACSB: Analytic
Blooms: Remember
4-35
85. Which of these statements represents the feelings dimension of attitudes?

A. I don't like how my boss treats his employees.
B. I want to transfer out of this department to get away from this manager.
C. My supervisor berates his employees in public.
D. I intend to tell the human resource manager that my supervisor should be demoted.
E. I believe the current actions of the company will increase its competitiveness.
Feelings represent your conscious positive or negative evaluations of an attitude object. In this
case, the statement, I don't like how my boss treats his employees, shows that an individual
has a negative evaluation of the attitude object that is, the way his boss treats his employees.
AACSB: Analytic
Blooms: Understand
86. Identify the term that represents your motivation to engage in a particular behavior
regarding an attitude object.
A. Feelings
B. Senses
C. Beliefs
D. Behaviors
E. Intentions
Intentions represent your motivation to engage in a particular behavior regarding an attitude

object.
AACSB: Analytic
Blooms: Remember
4-36
87. Which of the following determines whether intentions translate into behavior?
A. External dimensions of your value system
B. Past experience, personality, and social norms
C. Internal or external locus of control
D. Self-efficacy and self-esteem
E. Tendency for self-enhancement
Intentions represent your motivation to engage in a particular behavior regarding an attitude

object, and which actions you choose depends on your past experience, personality, and social
norms of appropriate behavior.
AACSB: Analytic
Blooms: Understand
88. As soon as we receive sensory information, our brain tags the incoming sensory
information with emotional markers. These markers are:
A. calculated feelings about an individual or incident.
B. calculated feelings of a particular attitude or emotion.
C. behavioral intentions formed based on an individual's beliefs.
D. automatic and nonconscious emotional responses.
E. the internal beliefs that drive individuals of an organization.
As soon as we receive sensory information, our brain tags incoming sensory information with
emotional markers based on a quick and imprecise evaluation of whether that information
supports or threatens our innate drives. These markers are not calculated feelings; they are
automatic and nonconscious emotional responses based on very thin slices of sensory
information.
AACSB: Analytic
Blooms: Understand
4-37
89. Which of the following is a major reason for the various initiatives undertaken by
companies to create positive experiences at work?
A. It is mandatory for a multinational company to have such work conditions.
B. Work conditions can have an emotional influence on employee attitudes and behaviors.
C. In order to promote an image of increased corporate social responsibility
D. As part of the green marketing campaign which is popular around the world
E. This would help the employers form a cognitive dissonance with the employees.
Various emotional influences on employee attitudes are the reason why many companies try
to create positive experiences at work. Emotions directly (without conscious thinking)
influence a person's behavior. Corporate leaders need to keep in mind that emotions shape
employee attitudes and attitudes influence various forms of work-related behavior.
AACSB: Analytic
Blooms: Understand
Topic: Generating Positive Emotions at Work
90. The uncomfortable tension felt when our behavior and attitudes are inconsistent with each
other is called:
A. cognitive distance.
B. emotional intelligence.
C. cognitive justification.
D. cognitive dissonance.
E. emotional uncertainty.
Cognitive dissonance occurs when we perceive an inconsistency in our beliefs, feelings, and
behavior. This inconsistency generates emotions (such as feeling hypocritical) that motivate
us to create more consistency by changing one or more of these elements.
AACSB: Analytic
Blooms: Understand
4-38
91. People reduce cognitive dissonance by:

A. reversing the decision that caused the dissonance.
B. seeking out the negative aspects of a decision and highlighting them.
C. pretending there were no alternatives to the decision.
D. developing more favorable attitudes toward specific features of a decision.
E. maintaining an incongruence between their beliefs, feelings, and behavior.
People reduce cognitive dissonance by changing their beliefs and feelings. One dissonance-
reducing strategy is to develop more favorable attitudes toward specific features of a decision.
AACSB: Analytic
Blooms: Understand
92. People with more positive emotions typically have higher _____ and are extroverted.
A. neuroticism
B. emotional stability
C. turnover
D. consistency
E. complexity
People with more positive emotions typically have higher emotional stability and are
extroverted.
AACSB: Analytic
Blooms: Understand
4-39
93. People with more negative emotions tend to have higher _____ and are introverted.
A. neuroticism
B. emotional stability
C. attendance
D. consistency
E. complexity
People who experience more negative emotions tend to have higher neuroticism and are
introverted.
AACSB: Analytic
Blooms: Understand
94. Emotional labor refers to:

A. the effort, planning, and control needed to express organizationally desired emotions
during interpersonal transactions.
B. the tendency to change our attitudes so they become more consistent with our behaviors.
C. a person's evaluation of a job and work context.
D. a person's emotional attachment to, identification with, and involvement in a particular
organization.
E. maintaining similar emotional display rules and standards around the world.
Emotional labor refers to the effort, planning, and control needed to express organizationally
desired emotions during interpersonal transactions.
AACSB: Analytic
Blooms: Remember
4-40
95. Customer service representatives (CSRs) often conceal their frustration when serving an
irritating customer. This behavior from the CSRs is an example of:
A. emotional labor.
B. cognitive response.
C. cognitive dissonance.
D. judgmental evaluation.
E. emotional attribution.
People are expected to manage their emotions in the workplace. They must conceal their
frustration when serving an irritating customer, display compassion to an ill patient, and hide
their boredom in a long meeting with other executives. These are all forms of emotional labor.
AACSB: Analytic
Blooms: Apply
Level of Difficulty: 3 Hard
96. Emotional labor is higher in jobs that require:

A. limited hours of routine work.
B. working in irregular shifts.
C. working in isolation.
D. frequent interaction with clients.
E. skilled knowledge such as accounting.
Emotional labor is higher in jobs requiring a variety of emotions (such as both anger and joy)
and more intense emotions (such as showing delight rather than smiling weakly), as well as in
jobs where interaction with clients is frequent and has a longer duration.
AACSB: Analytic
Blooms: Understand
4-41
97. Which of the statements about emotional labor is true?

A. Jobs involving customer service do not require emotional labor.
B. Research indicates that emotional display rules and standards are very similar around the
world.
C. Emotional labor demands are higher in jobs requiring a variety of emotions.
D. Emotional labor demands are lower in jobs where interaction with clients is frequent.
E. Emotional labor demands are lower in jobs requiring more intense emotions.
Emotional labor demands are higher in jobs requiring a variety of emotions (e.g., anger as
well as joy) and more intense emotions (e.g., showing delight rather than smiling weakly), as
well as in jobs where interaction with clients is frequent and longer.
AACSB: Analytic
Blooms: Remember
98. Which of these countries is more likely to accept or tolerate people who display their true
emotions at work?
A. U.S.A.
B. Japan
C. Ethiopia
D. Spain
E. Austria
Cultures such as Kuwait, Egypt, Spain, and Russia allow or encourage more vivid display of
emotions and expect people to act more consistently with their true emotions.
AACSB: Analytic
AACSB: Diversity
Blooms: Remember
4-42
99. Emotional dissonance is:

A. the emotion people experience when they are dissatisfied with their paycheck.
B. a significant cause of stress and job burnout.
C. present whenever emotional labor is not required in jobs.
D. the main source of unethical conduct in organizational settings.
E. the existence of a set of similar emotional display rules around the world.
Employees often handle emotional dissonance by engaging in surface acting. One problem
with surface acting is that it can lead to higher stress and burnout.
AACSB: Analytic
Blooms: Remember
100. Emotional dissonance occurs when:

A. there are no known emotional display rules for a particular situation.
B. we experience conflict between the required emotions and our true emotions.
C. we work with someone who has high emotional intelligence.
D. job satisfaction is at the same level as organizational commitment.
E. there is a set of similar emotional display rules around the world.
Emotional dissonance is the psychological tension experienced when the emotions people are
required to display are quite different from the emotions they actually experience at that
moment.
AACSB: Analytic
Blooms: Remember
4-43
101. While handling emotional dissonance, employees pretend that they feel the expected
emotion even though they actually experience a different emotion. These employees are
engaging in _____.
A. surface acting
B. customization
C. personalization
D. deep acting
E. emotional resistance
Employees often handle emotional dissonance by engaging in surface acting; they pretend
that they feel the expected emotion even though they actually experience a different emotion.
AACSB: Analytic
Blooms: Understand
102. Deep acting involves:

A. using real emotions to handle difficult customers.
B. basing one's behavior on customer interactions.
C. ignoring customer needs and acting for a company's benefit.
D. ignoring customer needs and requirements and acting for one's own benefit.
E. visualizing reality differently and producing emotions to match the requirements.
AACSB: Analytic
Blooms: Remember
4-44
103. The ability to perceive and express emotion, assimilate emotion in thought, understand
and reason with emotion, and regulate emotion in oneself and others is called:
A. emotional intelligence.
B. emotional labor.
C. cognitive dissonance.
D. positive affectivity.
E. job satisfaction.
AACSB: Analytic
Blooms: Remember
104. Emotional intelligence is best described as:

A. a personality trait.
B. a set of abilities.
C. a form of organizational commitment.
D. an action-tendency indicating that a person is highly motivated.
E. a form of empathy.
AACSB: Analytic
Blooms: Remember
4-45
105. Awareness of own emotions, management of own emotions, awareness of others'

emotions, and management of others' emotions are the four dimensions of:
A. affective commitment.
B. emotional labor.
C. emotional intelligence.
D. continuance commitment.
E. the circumplex model of emotions.
Emotional intelligence consists of four dimensions: awareness of own emotions, management

of own emotions, awareness of others' emotions and management of others' emotions.
AACSB: Analytic
Blooms: Remember
106. The highest level of emotional intelligence is:

A. being aware of other people's emotions.
B. self-management.
C. organizational comprehension.
D. self-awareness.
E. managing other people's emotions.
AACSB: Analytic
Blooms: Remember
4-46
107. Managing others' emotions is:

A. a negative, highly-activated emotion.
B. one of the three types of organizational commitment.
C. an outcome of emotional dissonance.
D. a possibility only in the event of self-awareness.
E. the opposite of employability.
AACSB: Analytic
Blooms: Understand
108. Awareness of one's own emotions is the lowest level of _____.

A. emotional intelligence
B. emotional labor
C. emotional dissonance
D. continuance commitment
E. affective commitment
Awareness of one's own emotions is the lowest level of emotional intelligence because one
needs awareness to engage in the higher levels of emotional intelligence.
AACSB: Analytic
Blooms: Remember
4-47
109. The competency most strongly associated with awareness of other people's emotions is:
A. conflict management.
B. empathy.
C. organizational comprehension.
D. self-esteem.
E. job performance.
Awareness of others' emotions refers to the ability to perceive and understand the emotions of
other people. To a large extent, awareness of other people's emotions is represented by
empathy—having an understanding of and sensitivity to the feelings, thoughts, and situations
of others.
AACSB: Analytic
Blooms: Remember
110. Which of the following is a competency representing the highest level of emotional
intelligence?
A. Perceiving emotions of other people
B. Understanding the meaning of one's own emotions
C. Managing dysfunctional emotions among staff
D. Being more sensitive to subtle emotional responses
E. Experiencing another person's emotions
The highest level of intelligence includes consoling people who feel sad, emotionally
inspiring your team members to complete a project on time, getting strangers to feel
comfortable working with you, and managing dysfunctional emotions among staff who
experience conflict with customers or other employees.
AACSB: Analytic
Blooms: Understand
4-48
111. Which of the following is a competency representing the lowest level of emotional
intelligence?
A. Managing dysfunctional emotions among staff
B. Being more sensitive to subtle emotional responses
C. Knowing others' needs even though unstated
D. Understanding the meaning of one's own emotions
E. Perceiving emotions of other people
Awareness of own emotions is the lowest level of emotional intelligence. This is the ability to
perceive and understand the meaning of one's own emotions.
AACSB: Analytic
Blooms: Understand
112. Research suggests that people with high levels of emotional intelligence are better at all
of the following EXCEPT:
A. interpersonal relations.
B. job interviews.
C. working without social interaction.
D. jobs requiring emotional labor.
E. leadership.
Research suggests that people with high emotional intelligence are better at interpersonal
relations, perform better in job requiring emotional labor, are superior leaders, make better
decisions involving social exchanges, are more successful in many aspects of job interviews,
and are better at knowledge sharing. Emotional intelligence does not improve some forms of
performance, such as tasks that require minimal social interaction.
AACSB: Analytic
Blooms: Understand
Topic: Emotional Intelligence Outcomes and Training
4-49
113. One way companies can increase the emotional intelligence (EI) of their employees is
by:
A. EI profiling.
B. aptitude coaching.
C. EI scores.
D. EI training.
E. technical demonstrations.
Several studies have found that companies can increase employees' emotional intelligence
through training programs designed for that purpose.
AACSB: Analytic
Blooms: Remember
Topic: Emotional Intelligence Outcomes and Training
114. Which of the following statements about job satisfaction is true?

A. The best way to measure job satisfaction is by asking a single direct question.
B. Job satisfaction does not vary much between different countries.
C. Job satisfaction has an insignificant effect on employee behavior.
D. Job satisfaction is an ethical issue that influences an organization's reputation.
E. Very few employees would leave their current employer if the right job came along.
Job satisfaction is an ethical issue that influences an organization's reputation in the

community. People spend a large portion of their time working in organizations, and many
societies now expect companies to provide work environments that are safe and enjoyable.
AACSB: Analytic
Blooms: Understand
commitment.
Topic: Job Satisfaction and Business Ethics
4-50
115. The exit-voice-loyalty-neglect (EVLN) model:

A. outlines the four consequences of emotional intelligence.
B. identifies the four ways to manage employee emotions.
C. explains why the psychological contract differs between employees and their employers.
D. is a template for organizing and understanding the consequences of job dissatisfaction.
E. explains the main differences between affective commitment and continuance
commitment.
A useful template for organizing and understanding the consequences of job dissatisfaction is
the exit-voice-loyalty-neglect (EVLN) model.
AACSB: Analytic
Blooms: Understand
commitment.
116. Alan was unhappy as his company did not provide good parking facilities. He found it
very stressful to find reasonably priced parking close to his workplace, and what he found
caused him to walk several blocks in all weather conditions. This eventually led to job
dissatisfaction. Hence, he recommended ways to solve this problem. According to the exit-
voice-loyalty-neglect (EVLN) model, this information suggests that Alan's main reaction to
job dissatisfaction was:
A. exit.
B. voice.
C. commitment.
D. loyalty.
E. neglect.
Voice is any attempt to change, rather than escape from, the dissatisfying situation. Voice can
be a constructive response, such as recommending ways for management to improve the
situation, or it can be more confrontational. In this scenario, Alan recommended ways to solve
the problem regarding transport facilities, instead of escaping from it. This shows that he is
making his voice heard.
AACSB: Analytic
Blooms: Apply
commitment.
4-51
117. Paula is dissatisfied with her boss for not supporting her work or recognizing her job
performance. In spite of these problems, Paula does not complain and does not intend to move
elsewhere. Instead, she maintains her level of work effort and hopes the company will
eventually correct these problems. According to the exit-voice-loyalty-neglect (EVLN)
model, Paula's response is:
A. exit.
B. voice.
C. employability.
D. loyalty.
E. neglect.
Writers suggest that "loyalists" are employees who respond to dissatisfaction by patiently
waiting—some say they "suffer in silence"—for the problem to work itself out or be resolved
by others. Paula does not complain and does not intend to move elsewhere. Instead, she
maintains her level of work effort and hopes the company will eventually correct these
problems. This implies that she is being a loyalist.
AACSB: Analytic
Blooms: Apply
commitment.
118. Which of the following statements about job satisfaction and job performance is true?
A. Employees who are dissatisfied with their jobs do not have high job performance.
B. Job satisfaction has almost no effect on job performance.
C. Employees who are satisfied with their jobs have higher job performance.
D. Happy workers are less productive workers.
E. Employees have higher job satisfaction only after they have received a financial reward.
Organizational behavior experts say that there is a moderately positive relationship between
job satisfaction and performance. In other words, workers tend to be more productive to some
extent when they have more positive attitudes toward their job and workplace.
AACSB: Analytic
Blooms: Understand
commitment.
4-52
119. Which of the following is a conclusion by organizational behavior scholars regarding job
satisfaction?
A. Job performance increases with decreasing job satisfaction.
B. Job performance is the sole predictor of job satisfaction.
C. Job satisfaction is not related to job performance.
D. Job satisfaction is positively related to job performance.
E. Job satisfaction does not affect customer performance.
Organizational behavior experts say that there is a moderately positive relationship between
job satisfaction and performance. In other words, workers tend to be more productive to some
extent when they have more positive attitudes toward their job and workplace.
AACSB: Analytic
Blooms: Understand
commitment.
120. Which of the following proposes that job satisfaction has a positive effect on customer
service, which flows on to shareholder financial returns?
A. Exit-voice-loyalty-neglect model
B. Service profit chain model
C. Emotional intelligence model
D. MARS model
E. Emotional intelligence-based theory of performance
Most companies believe that customer satisfaction is a natural outcome of employee

satisfaction. These companies are applying the service profit chain model, which proposes
that job satisfaction has a positive effect on customer service, which flows on to shareholder
financial returns.
AACSB: Analytic
Blooms: Remember
commitment.
4-53
121. According to the service profit chain model, workplace practices affect job satisfaction,
which influences employee retention, motivation, and behavior and these outcomes affect:
A. service quality.
B. customer satisfaction.
C. perceptions of value.
D. profitability.
E. all of these.
Workplace practices affect job satisfaction, which influences employee retention, motivation,
and behavior. These employee outcomes affect service quality, which then influence customer
satisfaction and perceptions of value, customer referrals, and ultimately a company's
profitability and growth.
AACSB: Analytic
Blooms: Remember
commitment.
122. The concept of affective organizational commitment includes:

A. a calculative attachment to an organization.
B. an employee's motivation to stay because leaving would be costly.
C. an emotional attachment with an organization.
D. selfish behavior within an organization.
E. perceiving loss of social costs.
Affective organizational commitment is an employee's emotional attachment to, identification

with, and involvement in a particular organization.
AACSB: Analytic
Blooms: Remember
commitment.
4-54
123. Employees' identification with a particular organization tends to increase:

A. affective commitment.
B. cognitive dissonance.
C. continuance commitment.
D. calculative commitment.
E. job dissatisfaction.
Affective organizational commitment is an employee's emotional attachment to, identification

with, and involvement in a particular organization.
AACSB: Analytic
Blooms: Remember
commitment.
124. Employees who stay with an organization mainly because they believe it will cost them
financially to leave will have:
A. high continuance commitment.
B. high emotional intelligence.
C. low continuance commitment.
D. high organizational commitment.
E. high affective commitment.
Continuance commitment is an employee's calculative attachment to an organization,

whereby the employee is motivated to stay only because leaving would be costly.
AACSB: Analytic
Blooms: Understand
commitment.
4-55
125. Which of the following occurs when organizations give financial incentives to prevent
dissatisfied employees from quitting?
A. Employees increase their level of affective commitment.
B. Employees increase their level of continuance commitment.
C. Employees decrease their level of job satisfaction.
D. Employees decrease their level of emotional intelligence.
E. Employees decrease their level of continuance commitment.
Continuance commitment is an employee's calculative attachment to the organization,

whereby an employee is motivated to stay because leaving would be costly. It occurs when a
company offers high pay, benefits, and other forms of economic exchange in the employment
relationship, or where quitting forfeits a large deferred financial bonus.
AACSB: Analytic
Blooms: Understand
commitment.
126. Which of the following tends to result in increased continuance commitment?

A. Corporate leaders demonstrate increasing trust in employees.
B. A company helps employees learn more about the organization through departmental visits
and special seminars on company products.
C. Employees receive high pay, benefits, and other forms of economic exchange in the
employment relationship.
D. A company introduces a participative management program to motivate employees.
E. A company gives strong opportunities for learning new skills to employees.
Continuance commitment is an employee's calculative attachment to an organization,

whereby the employee is motivated to stay because leaving would be costly. It occurs when a
company offers high pay, benefits, and other forms of economic exchange in the employment
relationship, or where quitting forfeits a large deferred financial bonus.
AACSB: Analytic
Blooms: Understand
commitment.
4-56
127. Employees with an emotional attachment to, identification with, and involvement in a
particular organization are likely to have:
A. a high level of work motivation.
B. extreme emotional dissonance.
C. a low level of emotional activation.
D. a high level of continuance commitment.
E. intense calculative commitment.
Affective commitment can be a significant competitive advantage. Employees with a strong

psychological bond to the organization are less likely to quit their jobs and be absent from
work. They also have higher work motivation and organizational citizenship, as well as
somewhat higher job performance.
AACSB: Analytic
Blooms: Remember
commitment.
128. _____ refers to the positive expectations one person has toward another person in
situations involving risk.
A. Surface acting
B. Trust
C. Cognitive dissonance
D. Deep acting
E. General adaptation syndrome
Trust refers to positive expectations one person has toward another person in situations
involving risk.
AACSB: Analytic
Blooms: Remember
commitment.
4-57
129. _____ is a physiological and psychological condition that prepares us to adapt to hostile
or noxious environmental conditions.
A. Self-leadership
B. Trust
C. Commitment
D. Workaholism
E. Stress
An adaptive response to a situation that is perceived as challenging or threatening to a

AACSB: Analytic
Blooms: Remember
130. Stress is best described as:

A. the physiological disorders we experience from adverse environmental conditions.
B. an adaptive response to a situation that is perceived as challenging or threatening to a
person's well-being.
C. a series of events that cause emotional exhaustion and cynicism toward customers.
D. environmental conditions that place a physical or emotional demand on a person.
E. a behavior pattern of people with low risk of heart disease.
An adaptive response to a situation that is perceived as challenging or threatening to a

AACSB: Analytic
Blooms: Remember
4-58
131. Which of the following terms refers to the necessary stress that activates and motivates
people to achieve goals and change their environments?
A. Distress
B. Cognitive dissonance
C. General Adaptation syndrome
D. Eustress
E. Emotional dissonance
Some level of stress, called eustress, is a necessary part of life because it activates and
motivates people to achieve goals, change their environments, and succeed in life's
challenges.
AACSB: Analytic
Blooms: Remember
132. The degree of physiological, psychological, and behavioral deviation from healthy
functioning is known as:
A. eustress.
B. stress.
C. distress.
D. depression.
E. Psychosis.
Distress is the degree of physiological, psychological, and behavioral deviation from healthy
functioning.
AACSB: Analytic
Blooms: Remember
4-59
133. Which of the following statements about stress is true?

A. Employees are most productive when they experience no stress.
B. Stress is caused by stressors.
C. Stress is a psychological condition and not physiological condition.
D. The hypoventilation syndrome describes the stress experience.
E. Distress is a necessary part of life.
Stress is caused by stressors. Stressors include any environmental conditions that place a
physical or emotional demand on a person.
AACSB: Analytic
Blooms: Remember
134. Which of the following is NOT part of a stage in general adaptation syndrome?
A. A challenge activates the physiological stress response.
B. The individual engages in coping mechanisms.
C. The body reduces resources to the immune system.
D. The individual reaches exhaustion.
E. The individual returns to normal state.
The general adaptation syndrome consists of three stages. The alarm reaction stage occurs
when a threat or challenge activates the physiological stress responses. Resistance activates
biochemical, psychological, and behavioral mechanisms that give the individual more energy
and engage in coping mechanisms to overcome or remove the source of stress. To focus
energy on the source of stress, the body reduces resources to the immune system during this
stage. The third stage is exhaustion.
AACSB: Analytic
Blooms: Remember
4-60
135. The stress consequence called job burnout occurs when people experience all of the
following EXCEPT:
A. lethargy.
B. emotional exhaustion.
C. cynicism.
D. depersonalization.
E. reduced personal accomplishment.
A particular stress consequence, called job burnout, occurs when people experience emotional
exhaustion, cynicism (depersonalization), and reduced feelings of personal accomplishment.
AACSB: Analytic
Blooms: Understand
Topic: Consequences of Distress
136. An example of quid pro quo harassment would be:

A. posting of pornographic material.
B. bullying.
C. persistent incivility.
D. employment offers dependent on unwanted sexual activity.
E. an offensive working environment.
A type of harassment in which a person's employment or job performance is conditional and

depends on unwanted sexual relations is called quid pro quo harassment.
AACSB: Analytic
Blooms: Understand
4-61
137. Which of the following characterizes a workaholic?

A. Efficacy, cynicism, and emotional exhaustion
B. High work involvement, compulsion to work, and low enjoyment of work
C. Alarm reaction, resistance, and exhaustion
D. Time, strain, and role
E. High continuance commitment, cynicism, drive to succeed, and resistance
A workaholic is a person who is highly involved in work, feels compelled to work, and has a
low enjoyment of work.
AACSB: Analytic
Blooms: Understand
Topic: Work Overload
138. What effect does providing childcare support and offering employees flexible work
hours have on work-related stress?
A. It helps employees to learn how to cope with the consequences of stress.
B. It helps employees to control the consequences of stress.
C. It removes stressors from the workplace.
D. It enhances stressors in the workplace.
E. It changes the employees' perceptions of stress.
Child care support reduces stress, because employees are less rushed to drop off children and
less worried during the day about how well their children are doing.
AACSB: Analytic
Blooms: Remember
4-62
139. Which of the following reduces stress by allowing withdrawal from the stressor?
A. Flexible work schedules
B. Sabbaticals
C. Work addiction
D. Telecommuting
E. Workaholism
Temporarily withdrawing from stressors is the most frequent way that employees manage
stress. Vacations and holidays are important opportunities for employees to recover from
stress and re-energize for future challenges. A small number of companies offer paid or
unpaid sabbaticals.
AACSB: Analytic
Blooms: Remember
Topic: Withdraw from the Stressor
140. To ward off stress, a film director likes to have a good laugh. When under pressure, the
director will crack jokes and ensure everyone has a good laugh during the hard work. These
actions mainly reduce stress by:
A. removing the stressor.
B. providing social support.
C. changing stress perceptions.
D. controlling the consequences of stress.
E. being workaholic.
A way to manage stress is to help employees improve their self-concept so that job challenges
are not perceived as threatening. Research also suggests that some (but not all) forms of
humor can improve optimism and create positive emotions by taking some psychological
weight off the situation. Since the director used humor to reduce stress, it is a way of changing
stress perceptions.
AACSB: Analytic
Blooms: Apply
4-63
141. Self-reinforcement can potentially minimize stress by:

A. removing people from stressors.
B. helping employees to temporarily withdraw from the stressor.
C. helping employees to control the consequences of stress.
D. helping employees to develop more favorable perceptions of the stressors.
E. giving employees the flexibility in scheduling their work hours.
Personal goal setting and self-reinforcement can reduce the stress that people experience
when they enter new work settings. Self-reinforcement is a way of changing stress
perceptions.
AACSB: Analytic
Blooms: Understand
Topic: Change Stress Perceptions
142. Which of the following is called a "tend and befriend" response to stress?
A. Maintaining a healthy lifestyle
B. Seeking social support
C. Setting personal goals
D. Withdrawing from stressors
E. Evaluating oneself positively
Seeking social support is called a "tend and befriend" response to stress, and research suggests
that women often follow this route rather than the "fight-or-flight" response.
AACSB: Analytic
Blooms: Remember
Topic: Receive Social Support
4-64
143. After working for weeks on a difficult proposal for a client, Kevin learns that the client
has accepted the proposal and will award the contract to Kevin's firm. When Kevin hears this
from his boss, he yelps "Yahoo!" and automatically thrusts his fisted hand in the air.
This action is an example of:
A. perceptions directly influencing beliefs.
B. behavioral intentions directly influencing behavior.
C. emotions directly influencing feelings.
D. beliefs directly influencing feelings.
E. emotions directly influencing behavior.
Emotions operate as events, usually without our awareness. Emotions influence our thoughts
and behavior in the workplace. The actions you choose depends on your past experience,
personality, and social norms of appropriate behavior. In this case, Kevin yelped "Yahoo!"
when his proposal was accepted. This shows that his actions depended on his personality and
social norms of appropriate behavior.
AACSB: Analytic
Blooms: Apply
144. After working for weeks on a difficult proposal for a client, Kevin learns that the client
has accepted the proposal and will award the contract to Kevin's firm. When Kevin hears this
from his boss, he yelps "Yahoo!" and automatically thrusts his fisted hand in the air.
The acceptance of Kevin's proposal would be considered his:
A. attitude object.
B. promotion.
C. hard work.
D. behavioral intention.
E. cluster of assessed feelings.
Attitudes represent the cluster of beliefs, assessed feelings and behavioral intentions toward a
person, object, or event (called an attitude object).
AACSB: Analytic
Blooms: Apply
4-65
145. Patricia is a flight attendant for a large airline. She exclusively works a long flight from
Japan to New York, and is expected to constantly maintain a positive attitude no matter what
situation arises. Over the years, Patricia has noticed that when dealing with Americans,
emotions tend to run higher and she often feels frustrated as opposed to Japanese who tend to
be more reserved in stressful or unhappy situations.
Patricia's job requires a high amount of:
A. financial rewards.
B. intense emotions.
C. forward thinking.
D. emotional labor.
E. casual display norms.
Emotional labor is the effort, planning, and control needed to express organizationally desired
emotions during interpersonal transactions.
AACSB: Analytic
Blooms: Apply
4-66
The difference Patricia experiences between her American clients and her Japanese clients is
mainly due to:
A. feelings.
B. stereotypes.
C. display norms.
D. display rules.
E. apathetic culture.
Norms about displaying or hiding your true emotions vary considerably across cultures. One
major study points to Ethiopia, Japan, and Austria as cultures that discourage emotional
expression.
AACSB: Analytic
Blooms: Apply
4-67
If Patricia wants to reduce the amount of psychological damage caused by the emotional
dissonance her job creates, she should:
A. engage in surface acting.
B. engage in deep acting.
C. take acting lessons.
D. see a psychologist.
E. get more training.
AACSB: Analytic
Blooms: Apply
4-68
148. Alex and George are both employees at a shoe manufacturing plant. They discuss their
feelings of dissatisfaction because of a new supervisor who has been a cause of stress at the
workplace. Alex says that he had applied for a transfer to another shift in order to deal with
this issue. George says that he is going to talk to the department head about the issue and get
it resolved.
According to the exit-voice-loyalty-neglect (EVLN) model, in which of the following ways is
Alex responding to his dissatisfaction?
A. Exit
B. Voice
C. Loyalty
D. Neglect
E. None of these
Exit includes leaving an organization, transferring to another work unit, or at least trying to
get away from the dissatisfying situation.
AACSB: Analytic
Blooms: Apply
commitment.
4-69
149. Alex and George are both employees at a shoe manufacturing plant. They discuss their
feelings of dissatisfaction because of a new supervisor who has been a cause of stress at the
workplace. Alex says that he had applied for a transfer to another shift in order to deal with
this issue. George says that he is going to talk to the department head about the issue and get
it resolved.
According to the exit-voice-loyalty-neglect (EVLN) model, in which of the following ways is
George responding to his dissatisfaction?
A. Exit
B. Voice
C. Loyalty
D. Neglect
E. All of these
Voice is any attempt to change, rather than escape from, the dissatisfying situation. Voice can
be a constructive response, such as recommending ways for management to improve the
situation, or it can be more confrontational, such as filing formal grievances or forming a
coalition to oppose a decision.
AACSB: Analytic
Blooms: Apply
commitment.
Essay Questions
4-70
150. Jane was overjoyed when she learned that she would be promoted to a position with
higher responsibility and pay. However, even before hearing about the promotion, she
believed that the regional manager who made the promotion decision was fair-minded. Use
the emotions, attitudes, and behavior model to explain how Jane's emotions and beliefs
influence her positive feelings toward the regional manager.
To answer this question, students should perhaps draw the emotions, attitude, and behavior
model to show how emotions and beliefs relate to feelings.
Jane was overjoyed due to her announced promotion and clearly attributed it to her regional
manager. According to the model, Jane's beliefs about her manager were based on previous
experiences, and these beliefs led to positive feelings toward the manager. She felt that the
manager was responsible for her promotion. Her positive beliefs led to positive feelings
toward the regional manager. Student answers will vary for this question.
AACSB: Analytic
Blooms: Apply
151. Discuss the strategies to reduce cognitive dissonance.
Reversing the behavior might work, but few behaviors can be undone. In any event,
dissonance still exists because others know about the behavior and that you performed it
voluntarily. For example, it would be too expensive to remove electronic whiteboards after
they have been installed and, in any event, coworkers would already know that you made this
purchase and did so willingly. More often, people reduce cognitive dissonance by changing
their beliefs and feelings. One dissonance-reducing strategy is to develop more favorable
attitudes toward specific features of the decision, such as forming a more positive opinion
about the whiteboards' capacity to store whatever is written on them. People are also
motivated to discover positive features of the decision they didn't notice early (e.g., the boards
can change hand writing into typed text) and to discover subsequent problems with the
alternatives they didn't choose (e.g. few traditional boards can be used as projection screens).
A third strategy is more indirect; rather than try to overlook the high price of the electronic
whiteboards, you reduce dissonance by emphasizing how your other decisions have been
frugal.
AACSB: Analytic
Blooms: Understand
4-71
152. What is emotional labor? What types of jobs involve emotional labor?
People are expected to manage their emotions in the workplace. Emotional labor refers to the
effort, planning, and control needed to express organizationally desired emotions during
interpersonal transactions.
Emotional labor demands are higher in jobs requiring a variety of emotions (such as both
anger and joy) and more intense emotions (such as showing delight rather than smiling
weakly), as well as in jobs where interaction with clients is frequent and has a longer duration.
Emotional labor also increases when employees must precisely rather than casually abide by
the display rules. This particularly occurs in the service industries, where employees have
frequent face-to-face interaction with clients.
AACSB: Analytic
Blooms: Understand
153. What are the four dimensions of emotional intelligence? Explain how they stand in a
hierarchy.
The four dimensions of emotional intelligence are (1) awareness of our own emotions, (2)
management of our own emotions, (3) awareness of others' emotions, and (4) management of
others' emotions. These four dimensions of emotional intelligence form a hierarchy.
Awareness of your own emotions is lowest because you need awareness to engage in the
higher levels of emotional intelligence. You can't manage your own emotions if you don't
know what they are (i.e., low self-awareness). Managing other people's emotions is the
highest level of EI because this ability requires awareness of your own and others' emotions.
AACSB: Analytic
Blooms: Analyze
4-72
154. Three employees believe that their pay is too low. One of them quits, the second
complains to management about the low pay, and the third does nothing. Explain why these
employees engaged in different behaviors even though they held the same belief about their
paychecks.
The exit-voice-loyalty-neglect (EVLN) model is used here to explain the reason for the
behaviors in this question. The model suggests that the employees could behave in four
different manners in response to dissatisfaction. The three responses relating to this situation
are described below.
Exit: Exit includes leaving the organization, transferring to another work unit, or at least
trying to get away from the dissatisfying situation. This happens if the job dissatisfaction
builds over time and is eventually strong enough to motivate employees to search for better
work opportunities elsewhere. It could also be due to "shock events."
Voice: Voice is any attempt to change, rather than escape from, the dissatisfying situation.
Voice can be a constructive response, such as recommending ways for management to
improve the situation, or it can be more confrontational, such as filing formal grievances or
forming a coalition to oppose a decision.
Loyalty: Loyalists are employees who respond to dissatisfaction by patiently waiting for the
problem to work itself out or be resolved by others.
AACSB: Analytic
Blooms: Apply
commitment.
4-73
155. Briefly explain and distinguish between the two forms of organizational commitment.
The two forms are affective commitment and continuance commitment. Affective
commitment is an employee's emotional attachment to, identification with, and involvement
in a particular organization. Affective commitment is a psychological bond whereby one
chooses to be dedicated to and responsible for the organization. Affective commitment differs
from continuance commitment, which is a calculative attachment. Employees have high
continuance commitment when they do not particularly identify with the organization where
they work but feel bound to remain there because it would be too costly to quit.
Affective commitment can be a significant competitive advantage. Loyal employees are less
likely to quit their jobs and be absent from work. Affective commitment also improves
customer satisfaction. Although affective commitment is beneficial, research suggests that
continuance commitment can be dysfunctional. Research has found that employees with high
levels of continuance commitment tend to have lower performance ratings and are less likely
to engage in organizational citizenship behaviors.
AACSB: Analytic
Blooms: Understand
commitment.
156. Identify and explain two reasons why employee involvement tends to increase
organizational commitment.
Employee involvement increases affective commitment by strengthening an employee's

psychological ownership and social identity with an organization. Employees feel that they
are part of the organization when they participate in decisions that guide the organization's
future. Employee involvement also builds loyalty because giving this power demonstrates the
company's trust in its employees.
AACSB: Analytic
Blooms: Understand
commitment.
4-74
157. Ryan tells you that he is feeling very stressed. Based on your knowledge of the general
adaptation syndrome, what information would you ask for or look for to determine what stage
of stress Ryan is experiencing?
This question asks students to describe the three stages of the general adaptation syndrome in
a way that diagnoses Ryan's perception of stress. To answer the question, students must
identify the main features of each stage of the general adaptation syndrome, which are as
follows:
Alarm reaction: The alarm reaction stage occurs when a threat or challenge activates the
physiological stress responses. The individual's energy level and coping effectiveness
decrease in response to the initial shock.
Resistance: The second stage, resistance, activates various biochemical, psychological, and
behavioral mechanisms that give the individual more energy and activate coping mechanisms
to overcome or remove the source of stress. To focus energy on the source of the stress, the
body reduces resources to the immune system during this stage.
Exhaustion: People have a limited resistance capacity, and if the source of stress persists, the
individual will eventually move into the third stage, exhaustion. Most of us are able to remove
the source of stress or remove ourselves from that source before becoming too exhausted. The
students may look for these symptoms to determine the stage of the syndrome.
AACSB: Analytic
Blooms: Apply
4-75
158. Identify and discuss the three major causes of stress described in the text.
The three causes are psychological harassment, work overload, and low task control.
Psychological harassment includes repeated hostile or unwanted conduct, verbal comments,
actions and gestures that undermine an employee's dignity or psychological or physical
integrity. It includes threat and bullying as well as other subtle forms of incivility. Work
overload is working long hours, seldom taking vacations, and working while sick, as well as
being tethered to the workplace while off work through various technological devices. Work
overload is increasing because of more work with people in distant time zones, habits of
constantly-on communications, consumerism which pressures them to work longer hours, and
the "ideal worker norm." Low task control is a lack of influence over how, when, and the pace
at which workers perform their tasks. It is a stressor because workers cannot adjust the pace of
a high workload with their own energy, attention span, and other resources.
AACSB: Analytic
Blooms: Understand
4-76
159. Briefly describe the five ways of managing work-related stress.
(1) Remove the Stressor: Removing the stressor usually begins by identifying areas of high
stress and determining the main causes of the stress. Techniques such as job sharing, flexible
and restricted work hours, job sharing, telecommuting, personal leave, and child care support
help employers remove the stressor.
(2) Withdraw from the Stressor: Removing the stressor may be the ideal solution, but it is
often not feasible. An alternative strategy is to permanently or temporarily remove employees
from the stressor. Permanent withdrawal occurs when employees are transferred to jobs that
better fit their competencies and values. Temporarily withdrawing from stressors is the most
frequent way that employees manage stress. Vacations and holidays are important
opportunities for employees to recover from stress and re-energize for future challenges.
(3) Change Stress Perceptions: Another way to manage stress is to help employees improve
their self-concepts so that job challenges are not perceived as threatening. One study reported
that personal goal setting and self-reinforcement can also reduce the stress that people
experience when they enter new work settings.
(4) Control Stress Consequences: Coping with workplace stress also involves controlling its
consequences. Techniques such as fitness, relaxation, and meditation help employees achieve
this.
(5) Receive Social Support: Social support occurs when coworkers, supervisors, family
members, friends, and others provide emotional and informational support to buffer an
individual's stress experience. It potentially improves the person's optimism and self-
confidence.
AACSB: Analytic
Blooms: Understand
4-77

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M Organizational Behavior 3rd Edition McShane Test Bank 1

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Chapter 04 - Workplace Emotions, Attitudes, and Stress

M Organizational Behavior 3rd

Solution Manual: https://testbankpack.com/p/solution-manual-

Test Bank: https://testbankpack.com/p/test-bank-for-m-

True / False Questions

1. Emotions are the primary source of individual motivation.

Emotions are physiological, behavioral, and psychological episodes experienced toward an

3. Emotions are brief events or "episodes".

Emotions are physiological, behavioral, and psychological episodes experienced toward an

5. People are consciously aware of most emotions they experience.

8. Emotions put us in a state of readiness.

10. Attitudes are judgments, whereas emotions are experiences.

11. Beliefs are established perceptions about an attitude object.

13. Behavioral intentions represent your conscious positive or negative evaluations of an

Behavioral intentions represent your motivation to engage in a particular behavior regarding

Our coverage of the dynamics of workplace emotions wouldn't be complete unless we

28. Surface acting may result in stress and job burnout.

33. The dimensions of emotional intelligence are cognitive dissonance, continuance

Emotional intelligence consists of four dimensions: awareness of one's own emotions,

35. The four dimensions of emotional intelligence form a hierarchy.

36. People with high emotional intelligence are superior leaders.

37. Emotional intelligence improves all forms of performance.

38. The emotional intelligence of an individual tends to increase with age.

42. According to the exit-voice-loyalty-neglect model, some unsatisfied employees engage in

Most companies believe that customer satisfaction is a natural outcome of employee

47. Job satisfaction is an ethical issue that influences an organization's reputation in a

Job satisfaction is an ethical issue that influences an organization's reputation in a community.

48. Organizational commitment refers to an employee's contractual obligation to provide a

Organizational commitment—or more specifically, affective commitment—is an employee's

49. Continuance commitment is a psychological bond whereby one chooses to be dedicated to

Affective commitment is a psychological bond whereby one chooses to be dedicated to and

50. Continuance commitment is a calculative decision to remain with an organization.

Continuance commitment is an employee's calculative attachment to an organization. This

Affective commitment can be a significant competitive advantage. Employees with a strong

Employee involvement increases affective commitment by strengthening an employee's

58. Stress is an adaptive response to a situation that is perceived as challenging or threatening

The adaptive response to a situation that is perceived as challenging or threatening to a

Sexual harassment is a type of harassment in which a person's employment or job

68. Workaholics typically have a high level of enjoyment of work.

71. Telecommuting is a way of helping employees withdraw from stressors.

Multiple Choice Questions

75. Emotions are defined as:

Emotions are physiological, behavioral, and psychological episodes experienced toward an

78. Which of the following is an effect of emotions?

Emotions are physiological, behavioral, and psychological episodes experienced toward an

79. Anger, fear, joy, and sadness represent:

80. According to the Circumplex Model of Emotions, high-activation negative emotions

82. Beliefs, feelings, and behavioral intentions are components of:

Feelings represent your positive or negative evaluations of an attitude object.

85. Which of these statements represents the feelings dimension of attitudes?

Intentions represent your motivation to engage in a particular behavior regarding an attitude

Intentions represent your motivation to engage in a particular behavior regarding an attitude

91. People reduce cognitive dissonance by:

94. Emotional labor refers to:

96. Emotional labor is higher in jobs that require:

97. Which of the statements about emotional labor is true?

99. Emotional dissonance is:

100. Emotional dissonance occurs when:

102. Deep acting involves:

104. Emotional intelligence is best described as:

105. Awareness of own emotions, management of own emotions, awareness of others'

Emotional intelligence consists of four dimensions: awareness of own emotions, management

106. The highest level of emotional intelligence is:

107. Managing others' emotions is: