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2-1
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Accessibility: Keyboard Navigation
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 01-01 Exemplify different ways in which OB knowledge can enhance your job performance and career.
Topic: Organizational Behavior (OB)
Feedback: Organizational behavior includes knowing about managing yourself, as well as others, up, down, and sideways.
5. Soft skills are job specific; they are useful only in certain jobs.
FALSE
AACSB: Analytical Thinking
Blooms: Understand
Topic: Conceptual Skills
Feedback: Soft skills are not job specific. They are portable skills, more or less relevant in every job, at every level, and throughout your career.
6. Problem solving is a systematic process for closing the gap between an actual and a desired outcome.
FALSE
AACSB: Knowledge Application
Blooms: Understand
Learning Objective: 01-02 Explain the drivers of unethical behavior and ethical lapses, and the lessons that can be learned as a result.
Topic: Outcomes
Feedback: A problem is a difference or gap between an actual and a desired state or outcome. Problems arise when our goals (desired outcomes) are
not being met (actual situation). In turn, problem solving is a systematic process for closing these gaps.
7. John is spending 12 hours a day at work and is exhausted. He decides that he will work no more than 8 hours—no matter what. This is a good
example of the Three-step Problem-Solving Approach.
TRUE
Blooms: Analyze
Difficulty: 1 Easy
Learning Objective: 01-03 Describe the ways in which you can apply OB knowledge to effectively solve problems.
Feedback: The Three-Step Problem-Solving Approach notes that you should (1) define the problem in terms of desired outcomes, (2) identify
potential causes using OB concepts and theories, and (3) make recommendations or take action. In this case, John has noted a problem (but not
necessarily the outcomes he wants) and has completely skipped step 2.
8. Unethical behavior erodes trust, but has no effect on cooperation in organizations.
FALSE
AACSB: Teamwork
Blooms: Understand
Topic: Ethical Behavior
Feedback: Unethical behavior reduces cooperation, loyalty, and contributions, which of course hurts the performance of individuals, teams, and
organizations.
9. American Airlines pilots created widespread slowdowns in flights to pressure their company in negotiations with their union. This was illegal.
FALSE

3-1
AACSB: Ethics
Blooms: Apply
Feedback: In 2012, American Airlines pilots created widespread slowdowns in flights to pressure the company in negotiations with their union, a
notable instance of how widespread unethical behavior has resulted in virtually no legal consequences.
10. Research shows that sustainable businesses are led by CEOs who take a people-centered, inclusive approach.
TRUE
AACSB: Ethics
Blooms: Remember
Difficulty: 1 Easy
Topic: Ethics
Feedback: Research shows that sustainable businesses are led by CEOs who take a people-centered, inclusive approach rather than a controlling,
target-driven one. They are people who listen and who foster cultures in which employees are not scared to point out problems, and in which staff
feel they have a personal responsibility to enact corporate values, be they health and safety concerns or putting the client’s interests first.
11. According to research, the most common predictor of cheating in school is peer behavior.
TRUE
AACSB: Ethics
Blooms: Remember
Difficulty: 1 Easy
Feedback: A study of graduate students, including MBAs, in the United States and Canada found that peer behavior was by far the strongest predictor
of why students cheated, followed by severity of potential penalties, and certainty of being reported.
12. A decision is a gap between an actual and a desired situation.
FALSE
Blooms: Remember
Difficulty: 1 Easy
Topic: Decision Making
Feedback: A problem is a difference or gap between an actual and a desired situation.
13. OB concepts and theories can be classified into three broad categories: person factors, group characteristics, and environmental characteristics.
FALSE
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 01-04 Explain how OB can help you organize a problem in order to achieve a solution effectively.
Feedback: OB concepts and theories can be classified into two broad categories: person factors and environmental characteristics.
14. The interactional perspective states that behavior is a function of interdependent person and environmental factors.
TRUE

4-1
Blooms: Remember
Difficulty: 1 Easy
Feedback: Notably, the interactional perspective states that behavior is a function of interdependent person and environmental factors.
15. The “organizing framework” for understanding and applying OB is based on the systems approach.
TRUE
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 01-05 Classify OB knowledge and tools for problem solving with the support of the Organizing Framework.
Feedback: To assemble our framework, we use the systems approach as our foundation.
16. Maria is having an argument with her father. He believes that focusing on her computer skills is the most important of Maria’s college
experience. Maria disagrees, arguing that ______ is/are the more critical.
A. overall technical expertise
B. self-awareness
C. problem-solving skills
D. an ethical perspective
E. business knowledge
Blooms: Understand
Feedback: Regardless of your area of study, the greatest benefit of your education is developing problem-solving and critical-thinking skills.
17. ______ is the interdisciplinary field dedicated to understanding and managing people at work.
A. Management theory
B. Management dynamics
C. Organizational behavior
D. Organizational dynamics
E. Organizational theory
Blooms: Remember
Difficulty: 1 Easy
Feedback: The term organizational behavior (OB) describes an interdisciplinary field dedicated to understanding and managing people at work.
18. Which of the following fields is not a field from which OB draws?
A. Political Science
B. Accounting
C. Statistics
D. Economics
E. Vocational Counseling
Blooms: Remember
Difficulty: 1 Easy

5-1
Feedback: OB draws on research and practice from many disciplines to deal with how people behave at work, including: anthropology, economics,
ethics, management, organizational theory, political science, psychology, sociology, statistics, and vocational counseling.
19. OB is important in all facets of school and work because
A. hard skills are a critical factor to your success.
B. this indicates that you have common sense.
C. this technical knowledge is in great demand.
D. a career in OB will ensure a high salary.
E. it helps us to understand and manage people.
Blooms: Understand
Feedback: Organizational behavior includes knowing about managing yourself, as well as others, up, down, and sideways.
20. Javier is dealing with several employees who are chronically late. He unilaterally decides to dock everyone’s daily pay 5 percent if they are more
than 10 minutes late. Javier will have better results using
A. the contingency approach.
B. the “one-best-way” approach.
C. the environmental theory.
D. ethical decision making.
E. the human capital theory.
Blooms: Apply
Difficulty: 1 Easy
Topic: Contingency Theory
Feedback: A contingency approach calls for using OB concepts and tools as situationally appropriate, instead of trying to rely on “one best way.”
21. The contingency approach suggests that
A. there is one best way to manage.
B. OB theories apply to all situations.
C. a manager needs to learn a set of hard-and-fast rules.
D. the best answer depends on the situation.
E. management practices from the past can be applied to today’s situations.
Blooms: Remember
Difficulty: 1 Easy
Feedback: A contingency approach calls for using OB concepts and tools as situationally appropriate, instead of trying to rely on “one best way.”
This means there is no single best way to manage people, teams, and organizations.
22. Which of the following statements is false?
A. The contingency approach is just common sense.
B. Common sense excels in well-known scenarios with predictable outcomes.
C. Common sense requires less effort than finding the real problem.
D. Common sense can be overly subjective.
E. Common sense is weak in unexpected situations.

6-1
Blooms: Understand
Feedback: At first glance the contingency approach may look like simple common sense. But it’s different. It attempts to overcome the limits of
common sense with how it does not settle for traditional options if another solution may be more practical and effective. Similarly, understanding the
systems approach to issues provides more insight than common sense alone. The goal of OB is to give you more than common sense and instead
enhance your understanding of situations at work and guide your behaviors.
23. Problem solving and critical thinking are ______ because they use logic and reasoning to develop and evaluate options.
A. technical skills
B. soft skills
C. common sense
D. hard skills
E. personal attributes
Blooms: Understand
Feedback: Soft skills relate to human interactions and include both interpersonal skills and personal attributes. They include problem solving, critical
thinking, active listening and judgment and decision making.
24. Which of the following is not one of the top four skills desired by employers?
A. Teamwork
B. Critical thinking
C. Problem solving
D. Judgment and decision making
E. Active listening
Blooms: Remember
Difficulty: 1 Easy
Feedback: According to Table 1.1, the top four skills most desired by employers are critical thinking, problem solving, judgment and decision
making, and active listening.
25. Justin and Edwardo were hired by the same network support firm. One year later, Edwardo receives a promotion to team leader. Justin believes
he has stronger technical skills and asks his supervisor why he did not get the promotion. The supervisor says that Edwardo has better people skills.
Having ____ can enable a person’s promotion.
A. soft skills.
B. hard skills.
C. technical skills.
D. team skills.
E. the right degree.
Blooms: Understand
Feedback: For most jobs you are selected for your technical skills, your ability to do the given job (i.e., hard skills). What it takes to get promoted is
your perceived ability to get things done through others and manage people. Figure 1.1 illustrates how technical or job-specific skills decline in

7-1
importance as you move to levels of higher responsibility, while the need for personal skills increases.
26. Soft skills are ______; they are more or less relevant in every job, at every level, and throughout your career.
A. portable
B. inflexible
C. rigid
D. narrowly applied
E. hard-and-fast
Blooms: Remember
Difficulty: 1 Easy
Feedback: According to Table 1.1, the four skills most desired by employers are critical thinking; problem solving; judgment and decision making;
and active listening. All are soft skills, the skills you need to interact with, influence, and perform with others.
27. “When you know yourself, you are comfortable with your strengths and not crippled by your shortcomings....” This is
A. a soft skill.
B. self-awareness.
C. common sense.
D. hindsight.
E. objectivity.
Blooms: Understand
Topic: Self-Awareness
Feedback: Soft skills are the skills you need to interact with, influence, and perform with others. Soft skills relate to our human interactions and
include both interpersonal skills and personal attributes.
28. Regarding the relative importance of personal and technical skills,
A. they remain equal and this does not change throughout careers.
B. technical skills are more important regardless of job level.
C. personal skills are more important regardless of job level.
D. technical skills become more important as job level increases.
E. personal skills become more important as job level increases.
Blooms: Understand
Topic: Knowledge and Skill
Feedback: Figure 1.1 illustrates how technical skills decline in importance as you move to levels of higher responsibility, while the need for personal
skills increases.
29. Pop’s Ice Cream Store sales were down 15 percent this summer. The owner, Pop, says that in his experience rainy summers mean lower ice
cream sales. Jonathan, his assistant, notices the staff at Pop’s appear uninterested and slow to serve customers. He would like to replace at least one
of them with a younger college student for the rest of the summer. Jonathan is using a(n) ______ perspective.
A. experience
B. management theory
C. hindsight
D. contingency
E. common sense

8-1
Blooms: Remember
Feedback: Common sense is often based on experience or logic, both of which have limits, and it suffers three major weaknesses you need to be
aware of—over-reliance on hindsight, lack of rigor, and lack of objectivity. An important part of your success is your ability to know which tools to
use and under what circumstances. This is described as a contingency approach to managing people.
30. At work, Jenna always volunteers to help others on their projects. But, she really resents the extra work and constantly complains to her friends
that she is doing everyone else’s job. Jenna is not _____; she needs to be more self-aware of what she takes on.
A. authentic
B. objective
C. fake
D. credible
E. a leader
Blooms: Remember
Difficulty: 1 Easy
Feedback: Self-awareness gives you the capacity to learn from your mistakes as well as your successes—to find out what works for you. You need to
know yourself in order to be authentic—real and not fake.
31. Kamal argues that 9 AM is a bad time to sign up for a small discussion group because he will be too tired from the previous night’s activities. He
prefers to sign up for a large lecture class at that time. Raoul disagrees, noting that this small discussion group is something they both wanted to do
and will require their attention, while they may not focus in the lecture class. Kamal says that this is not a commonsense approach. What weakness
does Kamal exhibit?
A. lack of rigor
B. lack of self-awareness
C. lack of authenticity
D. over-reliance on hindsight
E. lack of objectivity
Blooms: Remember
Difficulty: 1 Easy
Feedback: Commonsense is often based on experience or logic, both of which have limits. In this case, Kamal is relying on hindsight, believing that
what worked before should work again. Kamal is not considering how much he wanted to join the discussion group and how high his interest level is.
32. _________, with which you can build goodwill, include personality, teamwork and leadership.
A. Interpersonal skills
B. Commonsense skills
C. Hard skills
D. Technical expertise
E. Personal attributes
Blooms: Remember
Difficulty: 1 Easy
Topic: Social Capital
Feedback: Personal attributes with which we build goodwill and trust and demonstrate integrity include attitudes, personality, teamwork, and
leadership.

9-1
33. Joe expresses concern with Rita, an intern scheduled to work on his team for three weeks. José, Joe’s manager, quickly decides to move Rita to
another team. Which key problem-solving step has Jose skipped?
A. define the problem
B. take action
C. find a solution
D. defuse the situation
E. implement changes
Blooms: Apply
Difficulty: 1 Easy
Feedback: The three steps in our applied approach to problem solving begin with defining the problem. José doesn’t know WHY Joe is unhappy.
Instead, he jumps right to taking action.
34. In some business situations, you will make recommendations to solve a problem. Which of the following actions can help improve the quality of
your recommendations?
A. Check with Human Resources to be sure that you are following protocol.
B. Make sure that your suggestions don’t upset any team members.
C. Make sure that your recommendations address the causes of the problem.
D. Make sure you offer a quick fix for the problem.
E. Ask your superior to present the recommendations.
Blooms: Understand
Difficulty: 1 Easy
Feedback: If you map recommendations onto the causes of the problem, you can be more confident that as you remedy the causes, you will solve or
at least ease the underlying problem.
35. ______ highlight the fact that choosing among available options is not always a choice between right and wrong.
A. Organizational theories
B. Ethical dilemmas
C. Ethical lapses
D. Management theories
E. Ill-conceived goals
AACSB: Ethics
Blooms: Understand
Feedback: Ethical dilemmas are situations with two choices, neither of which resolves the situation in an ethically acceptable manner.
36. Suzette is a bank manager charged with determining which employees are downsized. Her only guidelines are to keep those employees who
contribute the most to the overall organization. When the list of employees downsized is presented, none of her personal friends are on it. This might
be viewed as ______ behavior.
A. rational
B. unbiased
C. unethical
D. illegal
E. organizational

10-1
AACSB: Ethics
Blooms: Apply
Topic: Ethics
Feedback: Some researchers would contend that instead of ill intent, cognitive biases and organizational practices “blind managers to unethical
behavior, whether it is their own or that of others.” Suzette’s behavior may be partially unconscious, and partially a desire to protect her friends,
whom she may consider to be excellent employees. With lack of distinct direction from above, she makes her own choices.
37. Simone wants to become a partner in her Atlanta law firm. She knows that if she bills the most revenue, it will help her get her partnership. This
_____ can lead to unethical behavior.
A. overvalued outcome
B. motivated blindness
C. ill-conceived goal
D. indirect blindness
E. slippery slope
AACSB: Ethics
Blooms: Apply
Feedback: When we set goals and incentives to promote a desired behavior, they can encourage a negative one. In this case, Simone might
unconciously pad her bills.
38. Which of the following statements is true?
A. Ill-conceived goals occur when we set goals and incentives to promote a desired behavior, and that behavior is achieved.
B. The slippery slope refers to seeing the ethical actions of others as an example to follow.
C. Motivated blindness occurs when we overlook the unethical behavior of another because it’s in our interest to remain ignorant.
D. If the outcome is good, then the behavior must be ethical.
E. Direct blindness occurs when we hold others less accountable for unethical behavior because it’s carried out through third parties.
AACSB: Ethics
Blooms: Understand
Feedback: To address motivated blindness, which occurs when we overlook the unethical behavior of another because it’s in our interest to remain
ignorant, we need to root out conflicts of interest.
39. _____ is knowing who you are and what you want.
A. Self-esteem
B. Self-efficacy
C. Self-awareness
D. Self-disclosure
E. self-assessment
Blooms: Remember
Difficulty: 1 Easy

11-1
Feedback: To have a successful career, you need to know who you are and what you want. Bossidy and Charan said it best in their book, Execution:
“When you know yourself, you are comfortable with your strengths and not crippled by your shortcomings. . . . Self-awareness gives you the
capacity to learn from your mistakes as well as your successes. It enables you to keep growing.”
40. Ethics is primarily concerned with
A. right and wrong.
B. legal and illegal.
C. moral and immoral.
D. religious and nonreligious.
E. public and nonpublic.
AACSB: Ethics
Blooms: Remember
Difficulty: 1 Easy
Topic: Ethics
Feedback: Ethics is concerned with behavior—right versus wrong, good versus bad, and the many shades of gray in between.
41. Sustainable businesses tend to be run by CEOs who are
A. intelligent.
B. controlling.
C. target-driven.
D. people-centered.
E. egotistical.
AACSB: Ethics
Blooms: Remember
Difficulty: 1 Easy
Topic: Ethics
Feedback: Research shows that sustainable businesses are led by CEOs who take a people-centered, inclusive approach rather than a controlling,
target-driven one.
42. In an ethical dilemma,
A. there are two choices, neither of which resolves the situation in an ethically acceptable manner.
B. there are two choices, either of which resolves the situation in an ethically acceptable manner.
C. there are two choices, one of which resolves the situation in an ethically acceptable manner.
D. there is only one choice.
E. there are no choices.
AACSB: Ethics
Blooms: Understand
Topic: Ethics
Feedback: Ethical dilemmas involve situations with two choices, neither of which resolves the situation in an ethically acceptable manner.
43. Ronald works for a small biotech firm. When the firm presents the results of its clinical trials to the FDA, Ronald realizes that the results are not
accurate. He reports this to the FDA. Ronald is a(n)
A. ethicist.
B. whistleblower.
C. traitor.
D. mole.
E. deviant.

12-1
AACSB: Ethics
Blooms: Remember
Difficulty: 1 Easy
Topic: Ethics
Feedback: Whistleblowing is revealing a behavior that troubles you to management or to the authorities.
44. _______ are goals and incentives set to promote a desired behavior, but instead encourage a negative one.
A. Ill-conceived goals
B. Motivated blindness
C. Indirect blindness
D. The slippery slope
E. Overvaluing outcomes
AACSB: Ethics
Blooms: Understand
Feedback: Table 1.2 states that ill-conceived goals occur when we set goals and incentives to promote a desired behavior, but they encourage a
negative one.
45. Pascal is a customer-service representative who handles phone inquiries. He has a goal of handling 12 calls per hour. When he gets a customer
with a complex situation, he tends to become short with that person to keep the call short. This is an example of
A. ill-conceived goals.
B. motivated blindness.
C. indirect blindness.
D. the slippery slope.
E. overvaluing outcomes.
AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
Feedback: The effect of setting goals and incentives to promote a desired behavior, but instead these goals encourage negative ones, is described as
ill-conceived goals in Table 1.2. Pascal’s goal of handling 12 calls per hour encourages his negative behavior toward customers with complex
situations.
46. Ilsa is part of a team working on a project. Vanessa’s role on the team is to update and present status reports to management. Ilsa knows that
Vanessa’s reports do not show the delays that have occurred, but she doesn’t say anything because she does not want upper management more
involved. Which of the following is Ilsa is exhibiting?
A. ill-conceived goals
B. motivated blindness
C. indirect blindness
D. the slippery slope
E. overvaluing outcomes
AACSB: Ethics
Blooms: Understand

13-1
Feedback: According to Table 1.2, motivated blindness is when we overlook the unethical behavior of another when it is in our interest to remain
ignorant.
47. Harriet saw Josephine cheating on a test in their OB class. However, she did not report this because Josephine is on her team in the class and she
feared that Josephine might be kicked out of the class and that this would hurt her team’s chances of doing well on their project. Harriet is
experiencing
B.motivated blindness.
AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
Feedback: According to Table 1.2, motivated blindness is when we overlook the unethical behavior of another when it is in our interest to remain
ignorant. Harriet believes it is in her best interest for Josephine to remain on her team, and therefore, she overlooks Josephine’s unethical behavior.
48. _____ is(are) when we hold others less accountable for unethical behavior that is carried out through third parties.
AACSB: Ethics
Blooms: Understand
Feedback: Table 1.2 states that indirect blindness occurs when we hold others less accountable for unethical behavior when it’s carried out through
third parties.
49. Javier asked Maria for general advice on homework. Then he asked her to let him see specific problems. Now he wants to copy her assignment,
claiming he has no time and the content is too difficult. This is an example of
B. motivated blindness.
AACSB: Ethics
Blooms: Understand
Difficulty: 1 Easy
Feedback: When we are less able to see others’ unethical behavior when it develops gradually, this is called the slippery slope (see Table 1.2).
50. Because the auditors of XYX Company accepted a client firm’s questionable financial statements when the infractions have occurred over time,
James believes that they are

14-1
A. setting ill-conceived goals.
B. exhibiting motivated blindness.
C. showing indirect blindness.
D. on a slippery slope.
AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
Feedback: Table 1.2 states the slippery slope occurs when we are less able to see others’ unethical behavior when it develops gradually (e.g., auditors
may be more likely to accept a client firm’s questionable financial statements if the infractions have accrued over time).
51. _____ is when we give a pass to unethical behavior if the outcome is good.
AACSB: Ethics
Blooms: Understand
Feedback: Table 1.2 states that overvaluing outcomes is when we give a pass to unethical behavior if the outcome is good.
52. ______ is the remedy for ill-conceived goals.
A. Rooting out conflicts of interest
B. When handing off work, asking if the assignment might invite unethical behavior
C. Rewarding solid decision processes, not just good outcomes,
D. Being alert for even trivial ethical infractions and addressing them immediately
E. Brainstorming unintended consequences
AACSB: Ethics
Blooms: Apply
Feedback: Table 1.2 states that the remedy for ill-conceived goals is to brainstorm unintended consequences when devising goals and incentives and
consider alternative goals that may be more important to reward.
53. The remedy for motivated blindness is
A. to root out conflicts of interest.
B. when handing off work, to ask if the assignment might invite unethical behavior.
C. to reward solid decision processes, not just good outcomes.
D. to be alert for even trivial ethical infractions and address them immediately.
E. to brainstorm unintended consequences.
AACSB: Ethics

15-1
Blooms: Apply
Feedback: Table 1.2 states that the remedy for motivated blindness is to root out conflicts of interest. Simply being aware of them doesn’t necessarily
reduce their negative effect on decision making.
54. Green Care Landscaping Company minimizes attention to a price increase by selling lawn care treatments to a subsidiary, Keep It Up, Inc. Keep
It Up then increases the price of the specific treatments. The manager of Keep It Up wants to notify customers that they are a subsidiary of Green
Care Landscaping and that the increase has come from the parent company. This is an example of a remedy for
B. indirect blindness.
C. the slipper slope.
D. overvaluing outcomes.
E. motivated blindness.
AACSB: Ethics
Blooms: Apply
Feedback: Table 1.2 states that the remedy for indirect blindness when handing off or outsourcing work is to ask whether the assignment might invite
unethical behavior and take ownership of these implications.
55. Extreme examples of unethical and illegal conduct are the exception in the business community. Which of the following statements about this
behavior is false?
A. Very few unethical acts are also illegal.
B. Most unethical acts are not punished in any way.
C. Even if illegal, few of these acts are prosecuted.
D. You can rely on the legal system to manage or assure ethical conduct at work.
E. Unethical behavior negatively affects the offending employee, coworkers, and the employer.
AACSB: Ethics
Blooms: Apply
Feedback: Very few unethical acts are also illegal, most are not punished in any way, and even if illegal, few are prosecuted. This means you should
not rely on the legal system to manage or assure ethical conduct at work.
56. Why are ethics considered so important when studying organizational behavior?
A. Unethical behavior makes it easy to influence others and conduct business.
B. Unethical behavior can ensure loyalty, which helps the performance of individuals and teams.
C. You will be confronted with ethical challenges at all levels of organizations and throughout your career.
D. Unethical acts are not illegal and can benefit the company.
E. Some unethical acts are necessary to work around unfair governmental regulations.
AACSB: Ethics
Blooms: Apply

16-1
Feedback: Ethics gets priority because many OB topics—reward systems, decision making, leader behavior and organizational culture—have a direct
and substantial influence on the ethical conduct of individuals and organizations.
57. Bettina wants to make the Dean’s List this semester. She is doing well in all of her courses except Accounting. This presents a(n) _____ for
Bettina.
A. ethical dilemma
B. desired outcome
C. systematic approach
D. goal
E. problem
Blooms: Remember
Difficulty: 1 Easy
58. A problem is
A. a decision that needs to be made.
B. a gap between an actual and a desired situation.
C. always due to environmental factors.
D. a situation that managers rarely face.
E. something to be ignored until it becomes serious.
Blooms: Remember
Difficulty: 1 Easy
59. ______ is the first step on the three-step journey (or approach) of the Organizing Framework.
A. Identifying the OB concepts
B. Defining the problem
C. Making recommendations
D. Taking action
E. Delegating the problem
Blooms: Remember
Difficulty: 1 Easy
Feedback: Our applied approach to problem solving proposes three activities or steps: Step 1: Define the problem. Step 2: Identify the OB concepts
or theories to use to solve the problem. Step 3: Make recommendations and (if appropriate) take action.
60. Person factors and ______ are the two broad categories of OB concepts and theories.
A. the three levels at work
B. ethical factors
C. situation factors
D. problem solving
E. system processes
Blooms: Remember

17-1
Difficulty: 1 Easy
Topic: Person-Environment Fit
Feedback: OB concepts and theories can be classified into two broad categories: person factors and situation factors.
61. Research has shown that
A. person factors influence a person’s performance more than situation factors.
B. situation factors influence a person’s performance more than person factors.
C. person and situation factors influence a person’s performance equally.
D. a person’s behavior and performance are a function of interdependent person and situation factors.
E. neither person nor situation factors significantly influence behavior or performance.
Blooms: Understand
Feedback: Many observers believe that some people are by their nature better suited than others to perform well at work. In contrast, others believe
that some people are clearly better in a given job or situation. Nobody is the best at everything. This common view is supported by research in
psychology and OB. Notably, the interactional perspective states that behavior is a function of interdependent person and situation factors.
62. “Different people may perceive similar situations in different ways and similar people may perceive different situations in the same way.” This
represents the _____ perspective.
A. interactional
B. ethical
C. problem-solving
D. contingency
E. individualistic
Blooms: Remember
Difficulty: 1 Easy
Feedback: The interactional perspective states that behavior is a function of interdependent person and environmental factors.
63. People bring their abilities, goals, and experiences to each and every situation, which often changes the situation. Conversely, because situations
have unique characteristics, such as opportunities and rewards, they change people. This dynamic reflects the interactional perspective, which
explains that behavior is a function of
A. interdependent person and situation factors.
B. interdependent ethical and unethical factors.
C. interdependent human and social factors.
D. independent person and situation factors.
E. independent human and social factors.
Blooms: Remember
Feedback: The interactional perspective states that behavior is a function of interdependent person and situation factors.
64. Joe, a hard and productive worker, quit because he couldn’t get along with his coworkers. This would be diagnosed as a(n) ________ level
problem.
A. individual
B. group
C. organizational

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D. interactional
E. situation
Blooms: Apply
Difficulty: 3 Hard
Topic: Group Cohesion
Feedback: Some people quit because they can’t get along with their boss/leader or coworkers (a group/team level process).
65. Sharon quit her job because she felt that her department’s reward system favored men. This would be diagnosed as a(n) _________ level
problem.
A. individual
B. group
C. organizational
D. interactional
E. situation
Blooms: Apply
Difficulty: 3 Hard
Feedback: A faulty reward system (an organizational-level process) that unfairly distributes raises, bonuses, and recognition is another common
reason people quit.
66. Alexa quit her job because she felt it was boring. This would be diagnosed as a(n) ______ level problem.
A. individual
B. group
C. organizational
D. interactional
E. situation
Blooms: Apply
Difficulty: 3 Hard
Feedback: Some people quit because their job just doesn’t fulfill what they value, such as challenging and stimulating work (an individual-level
input).
67. Three months ago, XYZ Corporation changed the way the typing pool is organized from a self-managed team to a more traditional structure in
which employees receive their assignments from a direct supervisor. Since then, three of the seven employees have left the organization. ______ is
the OB perspective applied here.
A. Individual
B. Group
C. Organizational
D. Interactional
E. Situation
AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard

19-1
Topic: Group Cohesion
Feedback: Group/team level considerations include: Have there been any changes or other causative factors in a work group, including the manager,
which might make work less satisfactory? How does turnover in a specific group compare to other groups in the organization?
68. Several people have quit the administrative support unit of the company recently. About that time, a new company moved into the area with a
better health care plan and comparable wages. ______ is the most likely OB perspective to apply.
A. Individual
B. Group
C. Organizational
D. Iinteractional
E. Situation
Blooms: Apply
Difficulty: 3 Hard
Feedback: Situation characteristics include: Have there been changes in the situation (such as a sudden increase in employment opportunities at better
wages)? Have the working conditions changed in any meaningful way?
69. Recently, the Acme Explosives Company was sold to a new owner, Roadrunner Inc. The operations of the two organizations are going to be
merged, with several of the manufacturing locations possibly to be eliminated. ______ is the most likely OB perspective to apply.
A. Individual
B. Group
C. Organizational
D. Interactional
E. Situation
Blooms: Apply
Difficulty: 3 Hard
Feedback: Organizational-level considerations include: Has the organization changed ownership, or rewritten company policies, or is it enforcing
policies differently?
70. In the Organizing Framework,
A. inputs lead to processes, which lead to outcomes.
B. inputs lead directly to outcomes.
C. outcomes never affect inputs.
D. outcomes never affect processes.
E. inputs are unrelated to processes.
AACSB: Reflective Thinking
Blooms: Remember
Topic: Outcomes
Feedback: As shown in Figure 1.3, this is the case because inputs affect processes, and processes affect outcomes. Also, feedback loops exist from
outcomes to inputs and processes.
71. In the Organizing Framework, inputs (in part) consist of
A. individual-level processes.
B. group/team outcomes.

20-1
C. situation characteristics.
D. individual outcomes.
E. organizational outcomes.
Blooms: Remember
Difficulty: 1 Easy
Feedback: Figure 1.3 identifies personal factors and situation characteristics as inputs. This framework implies that person factors and situation
characteristics are the initial drivers of all outcomes that managers want to achieve.
72. In the Integrative Framework, which of the following is an outcome?
A. situation characteristics
B. personal factors
C. organizational processes
D. organizational turnover
E. awarding bonuses for good performance
Blooms: Understand
Topic: Outcomes
Feedback: This framework implies that person factors and situation characteristics are the initial drivers (inputs) of all outcomes that managers want
to achieve. This is the case because inputs affect processes, and processes affect outcomes. And since events are dynamic and ongoing, many
outcomes will in turn impact inputs and processes. See Figure 1.3. Organizational turnover is an outcome. The Life is Sweeter on Mars example in
OB in Action box lists one outcome as: Mars posts a very low turnover rate (5%) which is a sign that employees are highly satisfied with their jobs.
73. What kind of a response is a manager making when he or she chooses a satisfactory, but not ideal, solution?
A. resolving
B. solving
C. dissolving
D. ignoring
E. avoiding
Blooms: Remember
Difficulty: 1 Easy
Feedback: Resolving problems is arguably the most common form of response for managers and simply means choosing a satisfactory solution, one
that works but is less than ideal.
74. In solving a problem, a manager
A. selects the optimal response.
B. chooses a satisfactory solution.
C. changes the situation in which the problem occurs.
D. settles for less than ideal.
E. eliminates the problem situation.
Blooms: Remember

21-1
Feedback: Solving problems is the optimal or ideal response.
75. Your have an apartment within walking distance of your office. Your company moves the office to the next town. You decide to take a position
with another firm close to your apartment. This is an example of _____ the problem.
A. resolving
B. solving
C. dissolving
D. ignoring
E. avoiding
Blooms: Apply
Difficulty: 1 Easy
Feedback: Dissolving problems requires changing or eliminating the situation in which the problem occurs.
76. Anne, a manager, hires the first person she interviews because she believes that person can do the job adequately. Anne is
A. resolving the problem.
B. solving the problem.
C. dissolving the problem.
D. ignoring the problem.
E. avoiding the problem.
Blooms: Apply
Difficulty: 3 Hard
Feedback: Resolving problems is arguably the most common form for managers and simply means choosing a satisfactory solution, one that works
but is less than ideal.
77. Halim hires a new employee who best meets the characteristics he is looking for in the ideal employee. He is
Blooms: Apply
Difficulty: 3 Hard
Feedback: Solving problems is the optimal or ideal response.
78. Jonathan decides that rather than hire an employee to replace someone who left, he will eliminate the position. Jonathan is

22-1
Blooms: Apply
Difficulty: 3 Hard
Feedback: Dissolving problems requires changing or eliminating the situation in which the problem occurs.
79. The first of the basic elements for selecting an effective solution is
A. to determine the criteria for the decision.
B. to generate alternatives.
C. to consider the consequences.
D. to decide who will make the decision.
E. to make the decision.
Blooms: Remember
Difficulty: 1 Easy
Feedback: The first step is determining the selection criteria, for example, the effect on bottom-line profits, you and classmates or coworkers,
reputation with customers or the community, your own values, and the ethical implications.
80. Which of the following is not one of the basic elements of selecting an effective solution?
A. determining the basic criteria for the decision
B. selecting an OB concept or topic to apply
C. deciding who will be involved in choosing the solution
D. considering the consequences of each alternative
E. agreeing on a method for decision making
Blooms: Remember
Feedback: Three common elements to selecting the most effective solution. (1) Selection criteria: Determine the basis (criteria) for the decision. (2)
Consequences: Consider the consequences of each alternative, especially the trade-offs between the pros and the cons. (3) Choice process: Decide
who will be involved in choosing the solution. If more than one person is involved, then you need to agree on the method.
81. Discuss the statement, “The contingency approach is just common sense.” Is this true? Why or why not? Why is this important for managers?
At first glance the contingency perspective may look like simple common sense. But it’s different. It attempts to overcome the limits of common
sense with how it does not settle for traditional options if another solution may be more practical and effective. Similarly, understanding the systems
approach to issues provides more insight than common sense alone. The goal of OB is to give you more than common sense and instead enhance
your understanding of situations at work and guide your behaviors.
Moreover, common sense has three main weaknesses that you need to consider and avoid. (1) Overreliance on hindsight. Common sense excels in
well-known scenarios with predictable outcomes. But much of modern business involves uncertainty and adapting to change. In other words,
common sense is especially weak in responding to the unknown or unexpected. And because it focuses on the past, common sense lacks vision for
the future. (2) Lack of rigor. If we are comfortable with our common-sense response, we may not apply the effort required to find the real problem
when considering inputs, which likely results in not choosing the optimal course of action or solution. If you lack rigor, then you are unlikely to
measure the right predictors and outcomes. (3) Lack of objectivity. Common sense can be overly subjective and lack a basis in science. In such cases
we are not always able to explain our reasoning to others, let alone apply it to new situations. One way that OB moves beyond the limitations of
common sense is by its systematic and science-based approach to understanding people and how they behave at work. OB therefore can make you
more attractive to potential employers and more effective once employed.
Blooms: Analyze
Difficulty: 3 Hard

23-1
82. Explain the difference between hard and soft skills and why both are important. List what you think are your two strongest soft skills. Also
briefly, and specifically, explain how they can or do benefit you at school and work. List what you think are your two strongest hard skills. Explain
specifically how they can or do benefit you at work and school.
Hard skills are the technical expertise and knowledge to do a particular task or job function, such as financial analysis, accounting, or operations. Soft
skills relate to our human interactions and include both interpersonal skills and personal attributes. For most jobs you are selected for your technical
skills, your ability to do the given job. Often performance in the current job will be a primary consideration in being promoted. However, many
employees may fail to realize that your perceived ability to get things done through others and manage people will be another important deciding
factor. Figure 1.1 illustrates how technical or job-specific skills decline in importance as you move to levels of higher responsibility, while personal
skills increase.
Blooms: Understand
83. Soft skills are not job specific. Rather, they are portable skills, more or less relevant in every job, at every level. They include personal attributes
and interpersonal skills. Provide examples of two personal attributes and two interpersonal skills and describe how they help you at school or work.
Personal attributes address attitude, personality, teamwork, and leadership. These attributes help to build goodwill and trust and demonstrate
integrity. For example, are you outgoing? Introverted? How do you handle conflict? Interpersonal skills include active listening, positive attitudes,
and effective communication. These attributes help foster respectful interactions. For example, if you’re a member of a team and your project is off
schedule, how would your respond? Would you be annoyed and put pressure on all members? Would you look to place blame? Would you try to
build consensus on a workable solution?
Blooms: Apply
84. Assume that you worked for Quality Investments for four years. The owners of the firm—whom you respected—have been charged with insider
trading. They deny the charge, but the firm is closing down and you need to find another job. How does the firm’s unethical behavior impact you
personally? How can you explain the situation during an interview?
Criminal or not, unethical behavior negatively affects not only the offending manager but also his or her employees. Unethical behavior by your
coworkers, including company executives, can make you look bad and tarnish your career.
First of all, you can look for a job at a sustainable business. These are companies led by those who listen, who foster cultures in which employees are
not scared to point out problems and in which staff feel they have a personal responsibility to enact corporate values.
During an interview, you need to be upfront about the approach your company took. Did you feel that their goals were ill conceived? Did they
experience motivated blindness? Indirect blindness? Did they overvalue outcomes? Was it a slippery slope situation?
Remember that while criminally minded people exist in the workplace, most people have good intentions, and you aren’t sure about your employers’
culpability.
AACSB: Ethics
AACSB: Teamwork
Blooms: Understand
85. What is self-awareness? Why is self-awareness important in school or in the workplace? How can you develop self-awareness? Provide one
example in which you learned from your mistakes.
To be successful in school and in your career, you need to know who you are and what you want. “When you know yourself, you are comfortable
with your strengths and not crippled by your shortcomings.... Self-awareness gives you the capacity to learn from your mistakes as well as your
successes.” You need to know yourself in order to be authentic. This is essential to influencing others.

24-1
Blooms: Apply
86. Wanda is looking for a summer internship in her field of environmental science. On her résumé, she notes that she has taken several courses that
she actually will not take until next semester. She also describes several volunteer leadership positions that she held. In reality, she worked as a
“laborer” cleaning up the river and the local dunes.
Is Wanda behaving ethically? Define ethics and explain Wanda’s behavior.
Ethics is concerned with behavior—right versus wrong, good versus bad, and the many shades of gray in between. In terms of job hunting, an
analysis of 2.6 million job applicant background checks by ADP Screening and Selection Services revealed that “44 percent of applicants lied about
their work histories, 41 percent lied about their education, and 23 percent falsified credentials or licenses.”
Wanda hopes to get the position, thinking that she will be able to do it, and it’s only an internship....not a “real” job. She needs the experience to get a
permanent job when she graduates. She may rationalize her lies, thinking that she “will” take the courses, and she did actually work on the volunteer
projects. Besides, she thinks she could have done a lot more on the projects than just the grunt work she was assigned. Some people just don’t see
their actions as unethical.
Wanda doesn’t realize that if she is “found out,” she risks not only the internship, but looking bad and tarnishing her future career.
AACSB: Ethics
Blooms: Understand
Topic: Ethics
87. You know that several of your classmates are cheating on tests and papers with students from another school. Because the schools are not part of
an integrated system, the cheating is quite successful. The students are doing well, while not working hard at all. You are frustrated and angry and
don’t know what to do.
Use the Three-Step Problem-Solving Approach to find a solution.
Here are the three steps in our applied approach to problem solving.
Step 1: Define the problem. Define problems in terms of desired outcomes. What do you want to happen? Do you want to level the playing field?
Punish the cheaters? This is a problem for you personally.
Step 2: Identify potential causes using OB concepts and theories. Consider personal and individual factors.
Step 3: Make recommendations and (if appropriate) take action. Consider any individual or organization (in this case, institution) level processes that
could be put in place to prevent this from happening in the future.
AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
88. Jaclyn works as a trainer at a gymnastics academy. This is a nationwide company with academies all over the country. They have more students
accepted to the Junior Olympics and Olympics than any other group. But the corporate mission statement is to “foster a love of the sport and physical
fitness at all levels.”
Jaclyn notices that some of the senior trainers push students beyond accepted limits and work them more hours than recommended. In fact, many
seem to focus only on promising candidates, even to the point that inexperienced students are getting hurt.
When she mentions this to a colleague, she’s told that this is how things work. It’s important to “keep up their success rate.” How can Jaclyn evaluate
and address this unethical behavior?
A few suggestions for handling unethical behavior are: (1) It’s business, treat it that way. Ethical issues are business issues, just like costs, revenues,
and employee development. Therefore, collect data and present a convincing case against the unethical conduct just as you would to develop a new
product or strategy. (2) Accept that confronting ethical concerns is part of your job. Whether it is explicit in your job description or not, ethics is
everybody’s job. If you think something is questionable, then take action. (3) Challenge the rationale. Many issues occur despite actual policy against

25-1
it. If this is the case, then ask: “If what you did is common practice or okay, then why do we have a policy forbidding it?” Alternatively, and no
matter the rationale, you can ask: “Would you be willing to explain what you did and why in a meeting with our superiors or customers, or better
still, during an interview on the evening news?” (4) Use your lack of seniority or status as an asset. While many employees unfortunately use their
junior status to avoid confronting ethical issues, being junior can instead be an advantage. It enables you to raise issues by saying, “Because I’m new,
I may have misunderstood something, but it seems to me that what you’ve done is out of bounds or could cause problems.” (5) Consider and explain
long-term consequences. Of course many ethical issues are driven by temptations and benefits in the short term. It, therefore, can be helpful to frame
and explain your views in terms of long-term consequences. (6) Solutions, not just complaints. When confronting an issue, you will likely be
perceived as more helpful and taken more seriously if you provide an alternative course or solution. Doing so will also make it more difficult for the
offender to disregard your complaint.
AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
89. Define and . Describe the Three-Step Approach to Problem Solving. Think of a current problem you are facing and describe it using the three-
step approach.
A problem is a difference or gap between an actual and a desired situation. In turn, problem solving is a systematic process of closing these gaps. Our
applied approach to problem solving proposes three activities or steps along the way: Step 1: Define the problem. Step 2: Identify the OB concepts or
theories to use to solve the problem. Step 3: Make recommendations and (if appropriate) take action.
Blooms: Understand
Difficulty: 3 Hard
90. Cliff has a double major in business and technology. He is proactive and creative, but the only job he has been offered is in the credit department
of a bank.
Research in psychology and OB supports the interactional perspective, noting that behavior is a function of interdependent person and situation
factors. Given that Cliff needs a job, how would you evaluate this situation?
OB concepts and theories can be classified into two broad categories: person factors and situation characteristics. Person factors represent the infinite
number of characteristics that give individuals their unique identities. Situation characteristics consist of all the elements outside of ourselves that
influence what we do, how we do it, and the ultimate results of our actions.
For decades, researchers and managers have debated what influences behavior more—person or situation factors. Many observers believe that some
people are by their nature better suited than others to perform well at work. Others believe that some people are clearly better in a given job or
situation. No particular person would outperform every other person in every possible job. This common view is supported by research in psychology
and OB. The interactional perspective states that behavior is a function of interdependent person and situation factors. It is important to note that
neither people nor situations are static. People change, situations change, and the two change each other. The bottom-line implication for OB and
your work life is that knowledge of one without the other is insufficient.
But, someone who is proactive and creative may be a great fit for a company in the high-tech sector that would benefit from risk-taking individuals,
but may be a poor fit for a company that rewards routine and predictable behavior, such as a bank. On the other hand, the current economic climate
will impact whether Cliff can wait for another opportunity, contemplate a move to a different environment or take the position with the knowledge
that he won’t stay there long.
Blooms: Analyze
91. Describe the interactional perspective in OB. How can managers use this perspective?
The interactional perspective states that behavior is a function of interdependent person and environmental factors. Environments present various
types of rewards and opportunities that people achieve or realize with diverse knowledge, skills, abilities, and motivations. Different people may

26-1
perceive similar situations in different ways and similar people may perceive different situations in the same way. It is important to note that neither
people nor environments are static. People change, situations change, and the two change each other. The bottom-line implication for OB and your
work life is that knowledge of one without the other is insufficient. You need to understand the interplay between both person and environmental
characteristics to be an effective employee, and especially an effective manager. The person-environment continuum therefore provides a means for
classifying OB concepts and theories into causes of behavior.
Blooms: Understand
92. What are the levels that OB uses to view the world? Give at least one example of each.
Another lens through which OB sees the world relies on organizational levels. OB distinguishes among three: individual, group, and organizational.
As an example of how being sensitive to these levels helps in considering real-world problems, consider the many reasons why people quit their jobs:
(1) Some people quit because their job just doesn’t fulfill what they value, such as challenging and stimulating work (an individual-level input). (2)
Others quit because they can’t get along with their boss/leader or coworkers (a group/team level process). (3) A faulty reward system (an
organizational-level process) that unfairly distributes raises, bonuses, and recognition is another common reason people quit.
Blooms: Apply
Difficulty: 3 Hard
93. Use a specific example to explain how you would use OB concepts to identify the right problem.
Nothing causes more harm than solving for the wrong problem. If you don’t define the problem accurately, then all subsequent problem-solving
efforts are adversely affected. This happens because people end up focusing on a symptom or the wrong problem. Using the person-environment
distinction allows you to consider unique individual factors as well as external factors that might be the source of the problem. The structural levels
of individual, group, and organization will allow you to look at each level for possible reasons. Such considerations could include: (1) Person factors:
Do the people who have quit share something in common? Is there anything in their personality that makes work difficult for them? Is the level of
turnover greater than for your industry as a whole? (2) Environmental characteristics: Have there been changes in the environment (such as a sudden
increase in employment opportunities at better wages)? Have the working conditions changed in any way? (3) Individual level: Can you identify any
change in how the company treats employees or what it expects of them? (4) Group/team level: Have there been any changes or other causative
factors in your work group, including your manager, that might make work less satisfactory? How does turnover in your group compare to other
groups in the organization? (5) Organizational level: Has the organization changed ownership, or rewritten company policies, or is it enforcing
policies differently?
Blooms: Apply
Difficulty: 3 Hard
94. GBL Designs has suffered from lower profits for several years. As result, management cut back on bonuses and heath care coverage. Not
surprisingly, there has been an increase in employee turnover. Unfortunately, it is the “better,” more highly qualified employees who are leaving.
How can GBL analyze and address this problem?
Using the Three-Step Approach to Problem-Solving:
1. Define the problem: If your organization’s most valuable and high-performing people quit, then a problem likely exists.
2. Highlight the causes:
Potential Cause 1—Person factors often represent key causes of turnover. Concern about the stability of the company and lack of personal rewards
(bonuses) might cause turnover.
Potential Cause 2—Situation factors frequently are causes of turnover. For example, people may be quitting because the company culture has been
damaged by poor revenues and, therefore, a perceived lack of support exists.
Potential Cause 3—Organizational processes can also cause turnover. Perceived injustice is often a powerful driver of employee turnover; in this
case, modifying the health care plan has impacted everyone—most especially those employees with families.
3. Generate effective recommendations:

27-1
Potential Cause 1—Communication can help assure employees of the steps that company is taking to secure its future. The company can solicit
employee recommendations for rewards other than bonuses (until stability is achieved).
Potential Cause 2—GBL can work to build a team spirit, so that employees can be part of re-establishing the company’s position.
Potential Cause 3—Assuming GBL made cuts to health care with minimal employee input, the company might review the options. Perhaps
employees can choose from a series of plans that best meets their needs and budgets.
Blooms: Analyze
Difficulty: 3 Hard
Learning Objective: 01-06 Use OB knowledge to help achieve professional and personal effectiveness.
95. Identify and explain the three applied approaches to selecting a solution. Think of a recent problem that you solved. Which solution worked for
you?
First, decide how complete a response you are looking for. Do you want the problem to be resolved, solved, or dissolved? (1) Resolving problems is
arguably the most common form for managers and simply means choosing a satisfactory solution, one that works, but is less than ideal. (2) Solving
problems is the optimal or ideal response. (3) Dissolving problems requires changing or eliminating the situation in which the problem occurs.
Blooms: Understand
96. What are the basic elements for selecting an effective solution? Give examples of each.
After deciding whether to resolve, solve, or dissolve your identified problem, you then need to select the most effective solution. Three common
elements to selecting the most effective solution are: (1) Selection criteria. Determine the basis (criteria) for the decision. (2) Consequences. Consider
the consequences of each alternative. (3) Choice process. Decide who will be involved in choosing the solution. If more than one person is involved,
then you need to agree on the method.
Blooms: Understand
Category
# of
Questions
AACSB: Analytical Thinking 92
AACSB: Ethics 28
AACSB: Knowledge Application 28
AACSB: Reflective Thinking 1
AACSB: Teamwork 3
Accessibility: Keyboard Navigation 80
Blooms: Analyze 4
Blooms: Apply 30
Blooms: Remember 32
Blooms: Understand 30
Difficulty: 1 Easy 33
Difficulty: 2 Medium 44
Difficulty: 3 Hard 19
Learning Objective: 01-01 Exemplify different ways in which OB knowledge can enhance your job performance and career. 26
Learning Objective: 01-02 Explain the drivers of unethical behavior and ethical lapses, and the lessons that can be learned as a result. 29
Learning Objective: 01-03 Describe the ways in which you can apply OB knowledge to effectively solve problems. 8
Learning Objective: 01-04 Explain how OB can help you organize a problem in order to achieve a solution effectively. 16
Learning Objective: 01-05 Classify OB knowledge and tools for problem solving with the support of the Organizing Framework. 16
Learning Objective: 01-06 Use OB knowledge to help achieve professional and personal effectiveness. 1
Topic: Conceptual Skills 6

28-1
Topic: Contingency Theory 7
Topic: Decision Making 17
Topic: Ethical Behavior 22
Topic: Ethics 7
Topic: Group Cohesion 2
Topic: Knowledge and Skill 3
Topic: Organizational Behavior (OB) 15
Topic: Outcomes 3
Topic: Person-Environment Fit 7
Topic: Self-Awareness 6
Topic: Social Capital 1

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*** START OF THE PROJECT GUTENBERG EBOOK THE AMERICAN
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EDITORIAL.
Page.
The Figures—Financial297
What Our Friends Think and Say298
Death of President Ware300
Iyakaptapi301
Indians in the Dakota Association303
THIRTY-NINTH ANNUAL REPORT OF THE EXECUTIVE COMMITTEE.
General Survey—Church Work South304
Educational Work South306
Industrial Training309
Mountain Work310
Work Among the Indians311
Work Among the Chinese313
The Woman's Bureau—Finances315
Conclusion316
RECEIPTS317
NEW YORK:
PUBLISHED BY THE AMERICAN MISSIONARY ASSOCIATION.
Rooms, 56 Reade Street.
Price 50 Cents a Year, in Advance.
Entered at the Post-Office at New York, N. Y., as second-class matter.

American Missionary Association.
President, Hon. Wm. B. Washburn, LL. D., Mass.
Vice-Presidents.
Rev. C. L. Goodell,
D. D., Mo.
Rev. F. A. Noble, D.
D., Ill.
Rev. A. J. F.
Behrends, D. D., N.
Y.
Rev. Alex.
McKenzie, D. D.,
Mass.
Rev. D. O. Mears, D. D., Mass.
Corresponding Secretary.
Rev. M. E. Strieby, D. D., 56 Reade Street, N. Y.
Assistant Corresponding Secretary.
Rev. James Powell, D. D., 56 Reade Street, N. Y.
Treasurer.
H. W. Hubbard, Esq., 56 Reade Street, N. Y.
Auditors.
W. H. Rogers, Peter McCartee.
Executive Committee.
John H. Washburn, Chairman. A. P. Foster, Secretary.
For Three
Years.
For Two
Years.
For One
Year.

Lyman Abbott.
S. B.
Halliday.
J. E. Rankin.
A. S. Barnes.
Samuel
Holmes.
Wm. H.
Ward.
J. R.
Danforth.
Samuel S.
Marples.
J. L.
Withrow.
Clinton B.
Fisk.
Charles L.
Mead.
John H.
Washburn.
A. P. Foster.
Elbert B.
Monroe.
Edmund L.
Champlin.
District Secretaries.
Rev. C. L. Woodworth, D. D., 21 Cong'l House, Boston.
Rev. J. E. Roy, D. D., 151 Washington Street,
Chicago.
Rev. Charles W. Shelton, Financial Secretary for
Indian Missions.
Rev. C. J. Ryder, Field Superintendent.
Bureau of Woman's Work.
Secretary, Miss D. E. Emerson, 56 Reade St., N. Y.
COMMUNICATIONS
Relating to the work of the Association may be addressed to the
Corresponding Secretary; those relating to the collecting fields, to
Rev. James Powell, D. D., or to the District Secretaries: letters for the
"American Missionary," to the Editor, at the New York Office.
DONATIONS AND SUBSCRIPTIONS
May be sent to H. W. Hubbard, Treasurer, 56 Reade Street, New
York, or, when more convenient, to either of the Branch Offices, 21

Congregational House, Boston, Mass., or 112 West Washington
Street, Chicago, Ill. A payment of thirty dollars at one time
constitutes a Life Member.
FORM OF A BEQUEST.
"I bequeath to my executor (or executors) the sum of —— dollars, in
trust, to pay the same in —— days after my decease to the person
who, when the same is payable, shall act as Treasurer of the
'American Missionary Association,' of New York City, to be applied,
under the direction of the Executive Committee of the Association, to
its charitable uses and purposes." The Will should be attested by
three witnesses.
THE
American Missionary
Vol.
XXXIX.
NOVEMBER,
1885.
No. 11.
American Missionary Association.
$365,000
NEEDED FOR THE CURRENT YEAR.

Your Committee are convinced, that not less than a
THOUSAND DOLLARS a day are imperatively
demanded, to perfect the admirably organized, plans
of the Association, even for the present, to say
nothing of the pressing needs of the early future.—
[Finance Committee's Report Adopted by Annual Meeting at Salem.]
THE FIGURES.
Donations. Legacies.
Oct. 1, 1884, to
Sept. 30, 1885
$249,392.10 $41,501.66 $290,894.06
Oct. 1, 1883, to
Sept. 30, 1884
223,034.77 64,559.42 287,594.19
————— ————— —————
Inc.
$26,357.63
Dec.
$23,057.76
Inc.
$3,299.87
The figures given above mark the close of our fiscal year. While they
show a gratifying increase of receipts from living donors over those
of the preceding year, the falling off in legacies has been so heavy
that our books balance on the wrong side, and we are obliged to
report a debt of $15,451.87, which, with the debt of the preceding
year, makes a total indebtedness of $29,237.73.
For an analysis of the figures, we refer our readers to the report of
the Executive Committee on the finances of the year, published in
another part of this number. It was a grand rally our friends made to
save us. We fear that some of them sacrificed more than they ought
in contributing so generously as they did. We pray that God may
abundantly reward them. We thank them, one and all, with a
heartiness greater than we can express. We would not sit in

judgment upon the churches and professed friends who have
contributed nothing to our treasury during the year. We know that
some of them were not financially able. But we cannot believe that
this was true of a majority of them.
The Congregational Year Book of 1885 reports 4,092 Congregational
churches in the United States. We received during the year
contributions from 1,677. What can be done to bring the non-
contributing churches into line is a question we beg the pastors of
contributing churches and the friends of the Association to help us
answer. The pastors and members of these non-contributing
churches as a general thing do not read our magazine. They are
ignorant of our needs, and we do not know how to reach them so as
to wake them up. Had we an army of agents to visit and talk to
them, we might move them to take our work upon their thought and
sympathy. Our appeals by circular, by newspaper, resolutions of
State conferences and of the National Council, all fail to move them.
They still continue not to hear and not to do. There is only one way
that we can think of by which they can be reached, and that is for
the local conferences to take the matter in hand, and select a
committee of "a persistent ONE," who by letter, and, if need be, by
personal visitation, will bring the delinquents up to meet the
obligations of fellowship and denominational honor.
But as seen over against this long list of do-nothings what a grand
army the 1,677 contributing churches appear! Theirs has been the
work and theirs is the glory of "a well done" both from God and
man. They form a base of supplies from which the army at the front
can be recruited and sustained, and which can be counted on for
support till the victory is won. We enter upon the new year with
fresh confidence and renewed strength. No such word as "fail" finds
place in our vocabulary so long as we have such friends behind us
and God above and around us. The work will not be permitted to
suffer. We shall throw off the debt. The faithful 1,677 will be
reinforced. Our friends will be multiplied, and the work carried
triumphantly forward.

WHAT OUR FRIENDS THINK AND SAY.
EXTRACTS FROM LETTERS RECEIVED BY THE TREASURER
DURING THE PAST FEW WEEKS.
"If any part of the country is to be put first, the South should be,
and helped most. Hence the inclosed, half of it from myself and the
other half from the Congregational church here. Your work and that
of your compeers is above criticism. All there is of you is put in with
a skill and completeness which are not surpassed; and your plans
are as large as the field and as complete as its needs. No one could
get more out of the money or put it where it would do more good.
You and yours are as unmingled beneficence as rum shops are
unmitigated maleficence. Were it in my power, I would build a new
school-house in the South every year. My heart never thinks of you
and your work without blessing you in it; and I have written the
above as a sort of relief." (We hardly feel ourselves worthy of such
generous praise, but we do very heartily thank our brother for his
warm indorsement.—Ed.)
"Inclosed find a small sum to help elevate and Christianize the
colored freedmen. Grains of sand make the mountains, and drops of
water the ocean, and the invisible workmen rear the coral islands; so
may God's people one and all do what they can, and your debt will
be wiped out."
"At our meeting last evening, I read your appeal and took up a
collection of $6, which I send you. It is a little Home Missionary
church of only 10 members, but they are good ones, and in earnest.
Hope all other churches will do as well and your society be saved
from debt."
"Got your final appeal before last Sunday, but were so happy to
think we had not waited for it, having taken our collection and
subscription two weeks before. But owing to the general poverty

among my people, we had to give time, and the sum is only now
made up. I may say that this little amount at this time represents
more real giving than any collection I ever secured. May a blessing
go with it."
"I feel myself, like Paul, a debtor to all men, especially the classes
you represent. Accept, then, my single mite, in the spirit in which I
desire to send it, and may the Lord free you from the threatening
debt by leading your constituency to feel their indebtedness to these
classes and to Himself."
"I inclose $10, and wish I might increase it a hundred-fold. I had
already given all that I intended, but could not resist the urgent
appeal for the needy."
"The notices of your financial need came and touched a responsive
chord in my heart. A week ago I gave a preparatory notice that a
collection would be taken yesterday in your behalf. The people
responded quite liberally. Inclosed find draft for the amount. You
have my earnest prayer for the success of your effort to raise what
you lack. May God bless you in your work and labor of love." (It was
indeed a generous contribution, yet nearly one-third of it came out
of the pastor.—Ed.)
"I had thought I had done all I could afford in these times, but
coincident with your appeal came the inclosed, for which I had
another place; but here, take it. The Lord will provide."
"In response to your society's importunity, I inclose $2. I took the
collection up after a sermon I preached on Foreign Missions. We
surprised our people by the amount, as we don't usually get by a
collection one dollar. I hope you will realize soon that there is no
debt." (We have always believed that one of the best ways to rouse
people up to Home Missions is to stir them up on Foreign Missions.—
Ed.)

DEATH OF PRESIDENT WARE.
Edmund A. Ware was born in North Wrentham, now Norfolk, Mass.,
Dec. 22, 1837, and died suddenly of heart disease in Atlanta, Ga.,
Sept. 25, 1885. He passed the early years of his life under conditions
which made him acquainted with hardships, and fitted him to have
warm sympathy for those who struggled against obstacles and trials.
He was graduated from Yale College in 1863. During his college
course his attention was often turned to the field for Christian work,
then being opened in the South by the steady advance of our
armies, and his sympathies were strongly enlisted for a race just
coming out of the prison house of bondage, and he was ambitious to
have a part in laying the foundations of a new and better society in
the regions desolated by war.
He was appointed an officer of the Freedman's Bureau in 1867, with
charge of the schools opened under its auspices in the State of
Georgia, which position he held for three years, until the closing of
that branch of the work of the government.
His great work, however, was in connection with Atlanta University,
an institution for higher education, whose foundation he was active
in securing, and over whose interests he presided until the day of his
death. He labored for its welfare and that of the people in whose
interests it was established with rare devotion, and rejoiced in its
steady growth and prosperity with special personal gratification.
Owing to some peculiar circumstances the institution early secured
the favorable attention of the State authorities, and an annual
appropriation from the State treasury. In the endeavors to secure
and confirm this grant he was conspicuously and honorably active,
and during the many years of its continuance his relations to the
officers of the State with whom he has thus been brought into
contact have been exceptionally pleasant, and in some cases cordial.

During the last year of his life he took great interest in the successful
opening of an industrial department in the institution, and for the
last few weeks his great anxiety had been to secure the furnishing of
a large new building whose erection he had personally overlooked.
He had returned to Atlanta in advance of his family to make
preparations for the school year soon to open, had completed most
of his plans, and seemed in unusual good health and spirits. Soon
after dinner on Friday, Sept. 25, feeling dizzy while in his own house,
where he was alone, he sought the open air and walked toward the
house of Professor Bumstead, but becoming alarmed by increasing
faintness he made loud calls, which were promptly responded to by
Mr. and Mrs. Bumstead; but in spite of all remedies and efforts he
speedily passed away to enter upon his well-earned rest and his
glorious reward. The crushing effects of this sudden blow upon his
household, upon his associates and the people who loved and
revered him, cannot be described. At his funeral services all classes
of the community were largely represented, and sympathy for the
bereaved was profound. The grief of former pupils was touching,
and was like that of children bereft of a father.
So passed away in the maturity of his powers and the midst of his
usefulness, one of the earliest and most efficient of that great
company who have toiled since the war in this broad and needy
field. His departure seems like a translation; being taken suddenly
without the pains and anxieties of wasting sickness, in the full tide of
his greatest success, before any impairment of vigor or any calamity
had overtaken the work he loved so well. He was a man of great
power over other men, especially over young people, who were
caught up by his enthusiasm, and borne along sometimes to the
attainment of surprising results. He was well fitted to be a leader in
the sphere he chose for himself, and made his mark upon his
generation, and had a large and honorable share in securing the
results already achieved, which are to bless the State and nation
with increasing power.

A good man has fallen, and a great gap is made in the ranks of
laborers at the front; but the Lord who loves his own cause better
than we do will see that it suffers no loss. As the Lord has taken
care that his servant rests from his labors, it is ours to see that they
follow Him.
IYAKAPTAPI.
That is, the ascent from the plains of the head-waters of the
Minnesota River to the Coteau du Prairie, or high table-land to the
west. The old trail up-hill here gave the name Ascension to the
place. There the tribes—Dakota tribes—met together for their annual
autumn feast—the missionary conference on the 24th of September.
On the Sabbath the little church was too small, and 400 Indians,
with a sprinkling of white people, sat outside in the sun, some on
benches, and most on the grass, around the Communion table. The
tents of those who had come in from long distances were pitched on
either side in the ravines, among the fall foliage, and the wide brown
plain, with a long gleam of shining lake far off, lay below. As we took
the bread and hid our faces in our hands, we thought of that
distribution by Galilee, when they sat in companies on the grassy
slope by the lake. It was not "the touch of a vanished hand and the
sound of a voice that is still," but the real presence of Him who said
"I am the bread of life," to these 400 Christian Indians whom He had
brought up from the low, dead level of barbarism to the present
heights of Christian life.
One little dark baby in a white dress was baptized, and four young
people publicly confessed their faith in a newly-found Saviour.
Solomon, "His Own Grandfather," who has gathered a church of the
Dakota refugees from the Minnesota troubles of 1862, over in
Manitoba, spoke to us of the spiritual nature of God's kingdom; and
Ehnamani, who years ago laid down his warrior weapons,
administered the bread, telling us of the tribulation and fire through

which Christ went to become bread for our life. Then the "beloved
John," our brother missionary who threw his young strength into the
Dakota work at its darkest hour twenty-five years ago, could hardly
control the emotion with which he spoke of the trials out of which
the Dakotas had been brought to this present joy and strength
through "His stripes."
It has been a long ascent for fifty years, but now fourteen churches,
with a thousand members; eleven young men's Christian
associations; a native missionary society, receiving contributions
amounting this year to $1,165, much of it the fruit of hard labor by
Dakota women, with the needle and at the wash-tub; a Christian
community with its own native justices of the peace, rigidly
enforcing temperance and marital law, and, according to the
testimony of the United States agent on the ground, more careful of
religious observances than white communities, and no less
exemplary in morals; thousands of acres of cultivated land; these are
some of the outward signs of the inner life of God in the heart.
Add to this the 1,000 or more converts gathered in later years and
claimed by Episcopalians and Roman Catholics; add the long roll of
those who have ascended to their Lord; add the white people who
have been saved and inspired by the example of their Dakota
brethren, and compute if you can the spiritual fruit of the Dakota
Indian Mission.
Then think of this result wrought out, in the midst of what is fast
becoming one of the most influential communities of our land.
Christian churches by hundreds, Christian colleges and Christian
homes, all built on this early Indian work as a foundation. Then, as
we rejoice in the present interest in work for Indians, remember the
obloquy and opposition of the past through which the early workers
struggled.
To appreciate this ascent, one should come up from Western Indian
barbarism, and not down from Eastern culture.

Leave the nightly drumming and dancing and revelry, the daily
offering to heathen gods, the daily wailing and cutting of the flesh at
the scaffold of sepulture, and one will acknowledge that God alone
has wrought this change.
Before the regular sessions of the conference a "theological
institute" occupied two days. This was attended by some thirty
pastors and leading members of the churches. There were lectures
on Bible history, on family relations, on preaching and pastoral work.
Then the general meeting opened with a hymn written for the
occasion by the organist, a young Indian, and the singing was led by
native young men. The topics at the conference were such as the
education of children, the missionary cause; and the one that
seemed to call out most discussion was, "How to secure the spiritual
growth of the Church." The young men showed great interest in
their Christian associations, and voted to affiliate with their kindred
in the white communities, of whom they heard through the Rev. Mr.
Williams, who represented the Christian association of the young
men of Minneapolis. The Indian women, too, had their missionary
meeting, and show the same traits and give evidence of the same
activity and zeal that make their white sisters the main strength of
the Christian Church.
So we bid all take heart, and go on upward—iyakaptapi. C. L. Hall.
INDIANS IN THE DAKOTA ASSOCIATION.
This is an ecclesiastical body of a hundred churches that has the
opportunity to show the unity of the spirit in race fellowship. Besides
the local German Association, one of the five belonging to it, the
Indian Mission churches and pastors of the Santee Agency and of
Fort Sully, with their superintendents, Revs. Alfred L. and Thomas M.
Riggs, are among the members. At the recent annual meeting, held
at Huron, September 17th to 20th, there were present the Riggs
brothers, three lady missionaries, and two female and four male

Indians. The service of Rev. A. L. Riggs, as moderator, was justly
commended for its urbanity and promptness. At the meeting of the
Woman's Missionary Society, held with the mixed assembly, the two
Indian women, Estelle Ward and Ellen Spotted Bear, were brought
forward, in their usual white woman's garb, to make talks, which
were interpreted by Mrs. T. M. Riggs. During some discussion upon
Indian work, the Riggs brothers supplemented their remarks by
addresses from Frank Frazier and Stephen Yellow Hawk, a deacon
and a pastor. At the Communion, on the Lord's Day, this deacon was
associated with three white men in distributing the elements. At the
final meeting, on Sunday night, with a crowded house, between the
addresses of Rev. Drs. Jos. B. Clark and Jos. E. Roy were
sandwiched two hymns, sung by the natives and their teachers, and
also an address by the dignified pastor at the Santee Agency, Rev.
Artemas Ehnamani, interpreted by Rev. A. L. Riggs. This, and the
talks of the other Indians, reported their former condition as
heathen and their coming to the light through their missionaries.
Particularly touching was the allusion of Pastor Ehnamani to the
sainted men, Drs. Williamson and Riggs. All showed the one spirit,
that of the common Redeemer.
THE LAKE MOHONK CONFERENCE.
On the 6th, 7th and 8th of October the third annual meeting of the
Lake Mohonk Conference was held. Hon. Albert K. Smiley and Mrs.
Smiley, as usual, extended the hospitality of their magnificent
mountain retreat to the friends of the Indian. The sessions of the
conference were of great interest. Eminent men and women read
historical and suggestive papers, and ably discussed the great
questions of the Indian problem. The conference, after much earnest
debate, were unanimous in recommending such legislation by
Congress as will give allotments of land in severalty to the Indians—
the sale of lands not required for occupancy, and funding of
proceeds therefor for their benefit—the early discontinuance of

rations and annuities, increased educational facilities, including
industrial and especially agricultural, and the dispersion and diffusion
of the Indians among the other people of the country, with all the
rights and immunities of other citizens.
THIRTY-NINTH ANNUAL REPORT OF THE
EXECUTIVE COMMITTEE.
GENERAL SURVEY.
This Association by its chartered rights is authorized to go anywhere
that it finds people destitute of Gospel privileges. Limitation of
means and coöperation with other societies may compel it to a
narrower sphere than the demands call for; but this is the principle
that underlies the Association's organization, and that has
characterized all its historic development. The work is at present
confined to this country. We have missions in sixteen States and
three Territories. The combined population of these States and
Territories is 17,459,610, and at least one-third of that number are
the legitimate objects of this Association's care. By reason of the
necessities of the people our work is both evangelistic and
educational: the church and the school in their united aim securing
the salvation of body, mind and soul; reaching home life, social life
and business life; laying the only foundation on which can rest a
progressive and enduring civilization. These mighty forces of
Christianity—mother and daughter—in mutual helpfulness and in
close proximity, are the agencies through which, with God's blessing,
we hope to reach and save the people.
CHURCH WORK SOUTH.

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