Human Resource Development 6th

Edition Werner Test Bank

Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/human-resource-development-6th-edition-werner-test-bank/
Test Bank 183

CHAPTER 10—COACHING AND PERFORMANCE MANAGEMENT

TRUE/FALSE

1. To be an effective manager of employee performance requires supervisors to be controllers, not coaches.

ANS: F PTS: 1 DIF: Easy REF: Page 334

Communication | HRM Bloom’s: Knowledge LO-1

2. The interpersonal skills needed for coaching include planning.

ANS: T PTS: 1 DIF: Easy REF: Page 334

Communication | HRM Bloom’s: Knowledge LO-1

3. Performance goals are most likely to be met if the employees do not participate in the final discussion.

ANS: F PTS: 1 DIF: Easy REF: Page 334

Communication | HRM Bloom’s: Knowledge LO-3

4. In coaching the HRD manager has the primary responsibility for the functioning of the coaching and performance management
system.

ANS: T PTS: 1 DIF: Easy REF: Page 338

Communication | HRM Bloom’s: Knowledge LO-6

5. According to Fournies, the final step or question to ask in a coaching analysis is ‘does the subordinate know what they should be
doing’.

ANS: F PTS: 1 DIF: Moderate REF: Page 348

Communication | HRM Bloom’s: Knowledge LO-3

6. Performance management focuses on the use of performance evaluations.

ANS: F PTS: 1 DIF: Easy REF: Page 343

Communication | HRM Bloom’s: Knowledge LO-2

7. Poor performance is caused by many things.

ANS: T PTS: 1 DIF: Easy REF: Page 342

Communication | HRM Bloom’s: Knowledge LO-2

8. Finding out if employees know their performance is not satisfactory is a key step in the coaching analysis?

ANS: T PTS: 1 DIF: Moderate REF: Page 344

Communication | HRM Bloom’s: Knowledge LO-3

9. When defining poor performance it is important to agree on what the standards of performance should be.

ANS: T PTS: 1 DIF: Easy REF: Page 340

Communication | HRM Bloom’s: Knowledge LO-2

10. Deviant behavior differs from poor performance in that it 'threatens' the organization,

ANS: T PTS: 1 DIF: Easy REF: Page 340

Communication | HRM Bloom’s: Knowledge LO-3

11. Poor performance may have multiple causes

ANS: T PTS: 1 DIF: Easy REF: Page 342

Communication | HRM Bloom’s: Knowledge LO-2
184 Chapter 10— Coaching And Performance Management

12. The coaching analysis assumes that unsatisfactory performance has only one cause - poor effort by the employee

ANS: F PTS: 1 DIF: Easy REF: Page 341

Communication | HRM Bloom’s: Knowledge LO-2

13. According to Fournies it is important to get the employee to agree that a problem exists.

ANS: T PTS: 1 DIF: Moderate REF: Page 347

Communication | HRM Bloom’s: Knowledge LO-3

14. Value shaping is a way to continue and maintain effective performance.

ANS: T PTS: 1 DIF: Moderate REF: Page 351

Communication | HRM Bloom’s: Knowledge LO-4

15. Abusive supervision (yelling and screaming at employees) has been found to be an effective way to reduce performance
problems.

ANS: F PTS: 1 DIF: Moderate REF: Page 333

Communication | HRM Bloom’s: Knowledge LO-5

16. It is very important to set specific goals to achieve improved performance.

ANS: T PTS: 1 DIF: Easy REF: Page 356

Communication | HRM Bloom’s: Knowledge LO-5

17. It is important for managers to demonstrate commitment and respect for employees.

ANS: T PTS: 1 DIF: Easy REF: Page 354

Communication | HRM Bloom’s: Knowledge LO-6

18. Supervisors almost never need training in how to be effective coaches.

ANS: F PTS: 1 DIF: Easy REF: Page 354

Communication | HRM Bloom’s: Knowledge LO-5

19. An effective performance management system should focus on a large number of performance measures.

ANS: F PTS: 1 DIF: Easy REF: Page 359

Communication | HRM Bloom’s: Knowledge LO-2

MULTIPLE CHOICE

1. In coaching, the supervisor:

a. is not involved - it is the training department's problem
b. bears the primary responsibility for the effectiveness of the program
c. assigns employees to the coaching program, but does not get involved in the
program
d. is responsible only for the evaluation of the program

ANS: B PTS: 1 DIF: Moderate REF: Page 337

Communication | HRM Bloom’s: Knowledge LO-1

2. The definition of coaching:

a. Is easy to find
b. Is something everyone agrees on
c. Is difficult to arrive at, but can vary from very narrow to very broad
d. Is always a very narrow definition.

ANS: C PTS: 1 DIF: Moderate REF: Page 335

Communication | HRM Bloom’s: Knowledge LO-1
Test Bank 185

3. Coaching represents a:
a. Negative approach to being a supervisor
b. Positive approach to being a supervisor
c. Neutral approach to being a supervisor
d. Non personal approach to being a supervisor

ANS: B PTS: 1 DIF: Moderate REF: Page 333

Communication | HRM Bloom’s: Knowledge LO-1

4. In conducting a coaching analysis, it is possible that:

a. the alleged poor performance may be simply annoying to the supervisor and
not really cause a problem for the organization
b. the employee may not know they are performing poorly
c. correcting the performance may not be worth the effort
d. all the above are true

ANS: D PTS: 1 DIF: Moderate REF: Page 342

Communication | HRM Bloom’s: Knowledge LO-2

5. Participative management involves:

a. Empowering employees to take action
b. Making supervisors the only decision makers
c. Creating teams of managers to run the place
d. Hiring new managers from outside the organization

ANS: A PTS: 1 DIF: Moderate REF: Page 334

Communication | HRM Bloom’s: Knowledge LO-4

6. According to Fournies a primary goal of a coaching discussion is:

a. to get the employee's attention
b. to cover yourself in case you have to fire the employee
c. to get agreement on the problem and solution
d. to meet the legal requirements of coaching

ANS: C PTS: 1 DIF: Moderate REF: Page 347

Communication | HRM Bloom’s: Knowledge LO-3

7. Which of the following is true of performance management?

a. performance management is an informal process
b. performance management extends the performance appraisal process to
include goal setting
c. performance management is separate from the performance appraisal process
d. performance management is driven by the employee desire for development

ANS: B PTS: 1 DIF: Moderate REF: Page 335

Communication | HRM Bloom’s: Knowledge LO-6

8. Which of the following skills are necessary for effective coaching?

a. immediacy
b. objectivity
c. planning
d. affirming
e. all of the above are needed

ANS: E PTS: 1 DIF: Moderate REF: Page 351

Communication | HRM Bloom’s: Knowledge LO-5

9. For coaching to be effective it must:

a. include two-way communication
b. be structured
c. be critical in nature
d. all of the above are aspects of effective coaching

ANS: A PTS: 1 DIF: Moderate REF: Page 355

Communication | HRM Bloom’s: Knowledge LO-5
186 Chapter 10— Coaching And Performance Management

10. When a rater compares an employee's performance to that of other employees, this is referred to as a _______________ standard.
a. causal c. relative
b. absolute d. deviant

ANS: C PTS: 1 DIF: Moderate REF: Page 340

Communication | HRM Bloom’s: Knowledge LO-7

11. The fundamental attribution error refers to:

a. the tendency to over attribute a behavior to a cause within the person, rather than to the situation
b. the tendency to over attribute a behavior to a cause within the situation, rather than to the person.
c. the tendency to show bias towards people who are different from yourself
d. the tendency to remember recent employee behaviors better than ones that occurred some time ago

ANS: A PTS: 1 DIF: Moderate REF: Page 341

Communication | HRM Bloom’s: Knowledge LO-2

12. According to Fournies, the final step or question to ask in a coaching analysis is:
a. Does the subordinate know how to do what must be done?
b. Could the subordinate do it if he or she wanted to?
c. Is it worth my time and effort to address?
d. Does a positive consequence follow nonperformance?

ANS: B PTS: 1 DIF: Moderate REF: Page 348

Communication | HRM Bloom’s: Knowledge LO-3

13. Performance management:

a. Involves giving annual performance evaluations
b. Incorporates goal setting
c. Means tying pay to performance evaluations
d. Focuses on the ongoing process of performance improvement

ANS: D PTS: 1 DIF: Moderate REF: Page 334

Communication | HRM Bloom’s: Knowledge LO-6

14. In coaching the role of HRD managers is to:

a. Do the coaching analysis
b. Help managers become effective coaches
c. Conduct coaching discussions
d. Take primary responsibility for the process

ANS: B PTS: 1 DIF: Moderate REF: Page 338

Communication | HRM Bloom’s: Knowledge LO-4

15. The book definition of poor performance is:

a. Any deviation from expected behavior
b. Specific, agreed-upon deviations from expected behavior
c. Any performance deviation the supervisor thinks is bad
d. Specific deviations from Management's expectations

ANS: B PTS: 1 DIF: Moderate REF: Page 339

Communication | HRM Bloom’s: Knowledge LO-2

16. Poor performance:

a. Depends on the standards for performance
b. Is defined by ASTD
c. Is known to all employees
d. Is a standard all companies can easily define

ANS: A PTS: 1 DIF: Easy REF: Page 339

Communication | HRM Bloom’s: Knowledge LO-2
Test Bank 187

17. Action to improve performance should:

a. Be mandated by the supervisor
b. Left up to HRD
c. Be mutually agreed to by supervisor and employee
d. Be solely up to the employee

ANS: C PTS: 1 DIF: Moderate REF: Page 348

Communication | HRM Bloom’s: Knowledge LO-4

18. The interpersonal skills needed for coaching include all of the following except:
a. indicating respect c. immediacy
b. assertiveness d. objectivity

ANS: B PTS: 1 DIF: Moderate REF: Page 352

Communication | HRM Bloom’s: Knowledge LO-5

19. Causal attribution theory:

a. Describes the process by which people assign causes for their own and other's behavior.
b. Describes the process by which people assign causes for their own, but not other people's behavior.
c. Describes the process by which people assign causes for other people's behavior. but not their own.
d. None of the above are correct

ANS: A PTS: 1 DIF: Moderate REF: Page 341

Communication | HRM Bloom’s: Knowledge LO-2

20. The fundamental attribution error

a. Over attributes a behavior to a situation, rather than a cause within a person
b. Over attributes a behavior to luck rather than effort
c. Over attributes a behavior to a cause within a person, rather than the situation.
d. None of the above are true

ANS: C PTS: 1 DIF: Moderate REF: Page 341

Communication | HRM Bloom’s: Knowledge LO-2

21. Performance goals are most likely to be met if the employee:

a. Participates in the final discussion
b. Is given a copy of the final decision of the supervisor
c. Is told what took place by HRD
d. Does not get involved in the process

ANS: A PTS: 1 DIF: Easy REF: Page 355

Communication | HRM Bloom’s: Knowledge LO-6

22. Which of the following is not a type of deviant workplace behavior?

a. Personal aggression c. Production deviance
b. Property deviance d. Poor performance

ANS: D PTS: 1 DIF: Moderate REF: Page 340

Communication | HRM Bloom’s: Knowledge LO-3

23. The Kinlaw process is:

a. Comfort, criticize, then solve it
b. Confront, use reactions to develop information, resolve
c. Confront then criticize
d. None of the above

ANS: C PTS: 1 DIF: Moderate REF: Page 346

Communication | HRM Bloom’s: Knowledge LO-3
188 Chapter 10— Coaching And Performance Management

24. The text defines coaching as:

a. A process to encourage employees to accept c. Giving performance evaluations more than once
responsibility for their own performance each year
b. Having a supervisor as a cheerleader d. None of these are the definition

ANS: A PTS: 1 DIF: Moderate REF: Page 335

Communication | HRM Bloom’s: Knowledge LO-3

25. After a performance problem has been identified the supervisor should:
a. Talk to HR to get their view c. Immediately tell the employee to fix the problem
b. Decide if it is worth the time and effort to deal with d. Take several weeks to see if it goes away by itself.
it

ANS: B PTS: 1 DIF: Moderate REF: Page 340

Communication | HRM Bloom’s: Knowledge LO-3

26. If the coaching discussion does not change the behavior the next step should be:
a. Let HR handle it c. Follow the organization’s discipline policy
b. Give up and tell the employee it really does not d. Immediate termination
matter

ANS: C PTS: 1 DIF: Moderate REF: Page 350

Communication | HRM Bloom’s: Knowledge LO-6

27. All of the following are ways of increasing employee motivation and sense of ownership of their performance except:
a. Goal setting c. Employee participation programs
b. Job redesign d. Pay raises

ANS: D PTS: 1 DIF: Moderate REF: Page 350

Communication | HRM Bloom’s: Knowledge LO-4

28. Two skills necessary for effective coaching are:

a. Public speaking and writing c. Planning and organizing
b. Communication and interpersonal d. Leadership and motivation

ANS: B PTS: 1 DIF: Moderate REF: Page 3351

Communication | HRM Bloom’s: Knowledge LO-5

29. Paraphrasing is:

a. Making a new paragraph when needed c. A concise restatement of what the other person just
said
b. Rewriting the last paragraph in different terms d. A written skill used in evaluating performance

ANS: C PTS: 1 DIF: Moderate REF: Page 352

Communication | HRM Bloom’s: Knowledge LO-6

30. Employees are more accepting of performance appraisals from supervisors who are:
a. Knowledgeable about the job c. Good decision makers
b. Opinionated d. Supportive and helpful

ANS: D PTS: 1 DIF: Moderate REF: Page 356

Communication | HRM Bloom’s: Knowledge LO-5

31. Criticism of employees

a. Should be general in nature c. Should be saved for the performance review
b. Should be specific and kept to a minimum d. Should never be given

ANS: B PTS: 1 DIF: Moderate REF: Page 356

Communication | HRM Bloom’s: Knowledge LO-3