MG201: Organisational Behaviour

Faculty of Business & Economics

School of Management & Public Administration

Semester 2 2020

Blended & Face-2Face Mode

MID-SEMESTER TEST PAPER

MODEL SOLUTION
Duration of Test: 1.5 hours + 10 minutes

Reading Time: 10 minutes

Writing Time: 1 and half hours

Instructions:

1. This mid semester test paper consist of one (1) section only.
2. Section A is compulsory but has choices. Answer any three of four
questions.
3. Write your answers in the space provided.
a. Answer each question in not more than half a page.
4. This question paper has two pages.
5. The exam is worth 15% and will be marked out of 15 marks.
6. Failure to follow instructions may lead to zero marks.
Section A: Short Answers - 15 Marks

Answer only three of the following four questions. Answer all parts of each
question.

1. Discuss the four anchors in which organizational behaviours are based? Provide a
specific South Pacific island countries example to contextualize any of the four
anchor. (5 marks)

a. Four Anchors which OB knowledge is based (LO3: 4 marks):

1) Systematic research anchor;
 OB knowledge should be based on systematic research, consistent
with evidence based management;
 SPIC example: knowledge of organizational behavior in McDonald
Fiji may slightly differ from McDonald Hawaii depending on the
work environment, situations, geography etc.
2) Multidisciplinary anchor;
 OB knowledge should develop from other field such as
psychology, sociology, economics etc.
 SPIC example: knowledge of organizational behavior in McDonald
Fiji has impact on Fiji’s economy, society, etc
3) Contingency anchor;
 OB theories need to consider that there will be different
consequences in different situations
 SPIC example: knowledge of organizational behavior in McDonald
Fiji does not occur in isolation due to situational factors etc
4) Multiple levels of analysis anchor;
 OB topics may be viewed from individual, teams & organisation
level analysis
 SPIC example: knowledge of organizational behavior in McDonald
Fiji can be analyzed from individuals, groups or organizational
5) Any relevant SPIC example above for 1 mark.

2. Describe the ‘Big Five’ dimensions or Five-factor model of personality,

represented by handy acronym CANOE? Use specific examples from the South
Pacific countries to contextualize any of the five factors. (5 marks).

a. The ‘Five-factor’ model that represent most personality traits (LO3: 4

marks);
b. People with higher scores on these dimensions tend to be more;
1) Conscientiousness
 Organized, dependable, goal-focused, thorough, disciplined,
methodical, and industrious etc.
 SPIC example: USP, Laucala academic staff that are disciplined has
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 conscientiousness personality trait.
2) Agreeable
 Trusting, helpful, good-natured, considerate, tolerant, selfless,
generous and flexible etc.
 SPIC example: USP, Laucala academic staff that are very
considerate has agreeable personality trait.
3) Neuroticism
 Anxious, insecure, self-conscious, depressed, and temperamental etc.
 SPIC example: USP, Laucala academic staff that are depressed has
neuroticism personality trait.
4) Openness to experience
 Imaginative, creative, unconventional, curious, nonconforming,
autonomous and perceptive etc.
 SPIC example: USP, Laucala academic staff that are creative has
openness to experience personality trait.
5) Extraversion
 Outgoing, talkative, energetic, sociable and assertive etc.
 SPIC example: USP, Laucala academic staff that are outgoing has
extraversion personality trait.
6) Any relevant SPIC example above for 1 mark.

3. Describe the ‘Four-Selves of self-concept’ that you learned in this course? Use a
specific example from the South Pacific countries to contextualize any of the
‘Four-Selves of self-concept. (5 marks).

a. The ‘Four-Selves’ of ‘self-concept’ (LO1: 4 marks)

1) Self-enhancement
 Promoting and protecting our positive self-view
i. Drive to promote/protect a positive self-view
o Competent, attractive, lucky, ethical, valued
ii. Positive self-concept outcomes:
o Better personal adjustment and mental and physical health
o Inflates personal causation and probability of success
 SPIC example: USP VCP, Professor Pal believe in transparency and
accountability by exposing the misdeeds by his predecessors that he
believed needed to be exposed, which he did as the result of the
BDO report. His action promote and protect his positive self-
concept!
2) Self-verification
 Affirming our existing self-concept
i. Stabilizes an individual’s self-view which in turn provides an
important anchor that guides their thoughts and actions.
 SPIC example: USP VCP, Professor Pal believe in transparency and
accountability by exposing the misdeeds by his predecessors that he

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 believed needed to be exposed, which he did as the result of the
BDO report. His action affirm his existing self-concept personality
trait!

3) Self-evaluation
 Evaluating ourselves through self-esteem, self-efficacy and locus of
control
i. Self-esteem
o High self-esteem: less influenced, more persistent and logical
ii. Self-efficacy
o Belief in one’s ability, motivation, role perceptions, and
situation to complete a task successfully
o General vs task-specific self-efficacy
iii. Locus of control
o General belief about personal control over life events
o Higher self-evaluation with internal locus of control
 SPIC example: USP VCP, Professor Pal believe in transparency and
accountability by exposing the misdeeds by his predecessors that he
believed needed to be exposed, which he did as the result of the
BDO report. His action promote and protect his self-evaluation
personality trait!
4) Social self
 Defining ourselves in terms of group membership
i. Social identity: defining ourselves through groups to which we
belong or have an emotional attachment
ii. We identify with groups that support self-enhancement
 SPIC example: USP VCP, Professor Pal believe in transparency and
accountability by exposing the misdeeds by his predecessors that he
believed needed to be exposed, which he did as the result of the
BDO report. His action promote his social self (by belonging to
similar personality trait.)
5) Any relevant SPIC example above for 1 mark.

4. Discuss the three most common work-related stressors that you learn in this course
and how they can be managed? Use a specific example from the South Pacific
countries to contextualize any work-related stressors. (5 marks).

a. The three most common work-related stressors (LO4: 2 marks)

1) Harassment and incivility
 Psychological harassment such as sexual harassment
 SPIC example: USP male academic staff sexually harassing his
female students which may be reported or not.
2) Work load

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  Too many work to do in less time.
 SPIC example: USP male academic staff coordinating three courses
instead of normal load of two.

3) Low task control

 Demanding of the job
 SPIC example: USP male academic staff coordinating three courses
has a lot of demand from his jobs that may affect his family time.
b. Managing work-related stress (2 marks)
1) Remove the stressor
 Minimize or remove stressors
 SPIC example: USP male academic staff may join his drinking group
every weekend at the Staff club in order to minimize his stressor.

2) Withdraw from the stressor

 Vacation, rest breaks
 SPIC example: USP male academic staff may resign from his
position in order to withdraw from the stressor.
3) Change stress perceptions
 Positive self-concept, humour
 SPIC example: USP male academic staff may convert the stress to
challenges.
4) Control stress consequences
 Healthy lifestyle, fitness, wellness
 SPIC example: USP male academic staff may join the Gym to
control stress consequences.
5) Receive social support
 SPIC example: USP male academic staff may seek counselling
support from HR or Psychologist payed for by USP.

c. Any relevant SPIC example above for 1 mark.

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