Subject : Human Resource Management (MB0027 )<br><br>Provided by <a href='http: //www.programmer2programmer.net'>www.programmer2programmer.

net</a><br><br><b><u> PART A</u></b><br><br><table border='0' width='600' id='table1_0_0'><tr><td widt h='41' align='left' valign='top'><b>Q.1 </b></td><td width='749' align='left' va lign='top' colspan='2'>A group of social scientists formed an organization, <br> later to be called the _____, to study those principles of <br>leadership that w ere associated with highest productivity</td></tr><tr><td width='41' align='left ' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>A) </b></t d><td width='711' align='left' valign='top'>Institute for Human Relations</td></ tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align= 'left' valign='top'><b>B) </b></td><td width='711' align='left' valign='top'>Cen tre for Human Relations</td></tr><tr><td width='41' align='left' valign='top'>&n bsp;</td><td width='34' align='left' valign='top'><b>C) </b></td><td width='711' align='left' valign='top'>Centre for Social Research</td></tr><tr><td width='41 ' align='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'> <b>D) </b></td><td width='711' align='left' valign='top'>Institute for Social Re search</td></tr></table><table border='0' width='600' id='table1_0_1'><tr><td wi dth='41' align='left' valign='top'><b>Q.2 </b></td><td width='749' align='left' valign='top' colspan='2'>The _____ interview is a useful method of <br>investiga ting the morale of supervisors or other groups <br>that are small in comparison with the employees as a <br>whole</td></tr><tr><td width='41' align='left' valig n='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>A) </b></td><td w idth='711' align='left' valign='top'>Unguided</td></tr><tr><td width='41' align= 'left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>B) </ b></td><td width='711' align='left' valign='top'>Guided</td></tr><tr><td width=' 41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top '><b>C) </b></td><td width='711' align='left' valign='top'>Either A) or B)</td>< /tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align ='left' valign='top'><b>D) </b></td><td width='711' align='left' valign='top'>Co mbination of Unguided and Guided</td></tr></table><table border='0' width='600' id='table1_0_2'><tr><td width='41' align='left' valign='top'><b>Q.3 </b></td><td width='749' align='left' valign='top' colspan='2'> _____ provides the basic pre mises on which the <br>manpower planning is built</td></tr><tr><td width='41' al ign='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>A ) </b></td><td width='711' align='left' valign='top'>Recruitment</td></tr><tr><t d width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' va lign='top'><b>B) </b></td><td width='711' align='left' valign='top'>Human Resour ce Planning</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>C) </b></td><td width='711' align='left ' valign='top'>Selection Procedure</td></tr><tr><td width='41' align='left' vali gn='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>D) </b></td><td width='711' align='left' valign='top'>Forecasting</td></tr></table><table border ='0' width='600' id='table1_0_3'><tr><td width='41' align='left' valign='top'><b >Q.4 </b></td><td width='749' align='left' valign='top' colspan='2'>The best one word definition of a _____ is efficiency</td></tr><tr><td width='41' align='lef t' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>A) </b></ td><td width='711' align='left' valign='top'>Supply</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b >B) </b></td><td width='711' align='left' valign='top'>Provide</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' vali gn='top'><b>C) </b></td><td width='711' align='left' valign='top'>Need</td></tr> <tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='le ft' valign='top'><b>D) </b></td><td width='711' align='left' valign='top'>Render </td></tr></table><table border='0' width='600' id='table1_0_4'><tr><td width='4 1' align='left' valign='top'><b>Q.5 </b></td><td width='749' align='left' valign ='top' colspan='2'>Complete demonstration of job requirements can be <br>used ef fectively as an aid to overcome the _____</td></tr><tr><td width='41' align='lef t' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>A) </b></ td><td width='711' align='left' valign='top'>Tryout performance</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' val

ign='top'><b>B) </b></td><td width='711' align='left' valign='top'>Competition</ td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' a lign='left' valign='top'><b>C) </b></td><td width='711' align='left' valign='top '>Organizational hierarchy</td></tr><tr><td width='41' align='left' valign='top' >&nbsp;</td><td width='34' align='left' valign='top'><b>D) </b></td><td width='7 11' align='left' valign='top'>Breakdown of communication</td></tr></table><table border='0' width='600' id='table1_0_5'><tr><td width='41' align='left' valign=' top'><b>Q.6 </b></td><td width='749' align='left' valign='top' colspan='2'>The t erm _____ indicates any process by which the <br>aptitudes, skills and abilities of employees to perform <br>specific jobs are increased</td></tr><tr><td width= '41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='to p'><b>A) </b></td><td width='711' align='left' valign='top'>Learning</td></tr><t r><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left ' valign='top'><b>B) </b></td><td width='711' align='left' valign='top'>Training </td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>C) </b></td><td width='711' align='left' valign='t op'>Skill</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td w idth='34' align='left' valign='top'><b>D) </b></td><td width='711' align='left' valign='top'>Development</td></tr></table><table border='0' width='600' id='tabl e1_0_6'><tr><td width='41' align='left' valign='top'><b>Q.7 </b></td><td width=' 749' align='left' valign='top' colspan='2'>The word _____, is derived from a Greek word <br>which means force</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 71 1 align= left valign= top >Baggy</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Wobbly</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b ></td><td width= 711 align= left valign= top >Dawdling</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>D) </b></td><td width= 711 align= left valign= top >Dynamics</td></tr></ table><table border= 0 width= 600 id= table1_0_7 ><tr><td width= 41 align= le ft valign= top ><b>Q.8 </b></td><td width= 749 align= left valign= top colsp an= 2 > _____ delineated differences between leadership <br>and management</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Ab raham Zaleznik</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= l eft valign= top >Warren Bennis</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wid th= 711 align= left valign= top >Benito Mussolini</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >D) </b></td><td width= 711 align= left valign= top >Adolf Hitler</td></tr></t able><table border= 0 width= 600 id= table1_0_8 ><tr><td width= 41 align= lef t valign= top ><b>Q.9 </b></td><td width= 749 align= left valign= top colspa n= 2 >Under _____ method, the complexity of the job <br>should be increased so t hat it may appeal to their higher <br>needs</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b> </td><td width= 711 align= left valign= top >Creation of whole jobs</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Job enr ichment</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left va lign= top >Job-sharing</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Profit-sharing</td></tr></table><table border= 0 widt h= 600 id= table1_0_9 ><tr><td width= 41 align= left valign= top ><b>Q.10 </b ></td><td width= 749 align= left valign= top colspan= 2 >Under _____, individ ual employees may be given <br>responsibility for setting their own work pace, f or <br>concerning their own errors, and/or for deciding on the <br>best way to p erform a particular task</td></tr><tr><td width= 41 align= left valign= top >&

nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Creation of whole jobs</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> B) </b></td><td width= 711 align= left valign= top >Job enrichment</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Job-shar ing</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign = top >Rotation of jobs</td></tr></table><table border= 0 width= 600 id= table 1_0_10 ><tr><td width= 41 align= left valign= top ><b>Q.11 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is a logical and an objective method of <br>ranking jobs relatively to each other</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>A) </b></td><td width= 711 align= left valign= top >Job enrichment</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Job ro tation</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left val ign= top >Job rating</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 al ign= left valign= top >Job evaluation</td></tr></table><table border= 0 width= 600 id= table1_0_11 ><tr><td width= 41 align= left valign= top ><b>Q.12 </b> </td><td width= 749 align= left valign= top colspan= 2 >In the procedure for disciplinary action, accurate <br>statement of the problem is the _____ step</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top > First</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left vali gn= top >Second</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Third</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Last</td></tr></table><table border= 0 width= 600 id= table1_0_12 ><tr><td width= 41 align= left valign= top ><b>Q.13 </b></td>< td width= 749 align= left valign= top colspan= 2 > In the procedure for dismi ssing an employee, on the <br>appointed day and at the appointed place and time, the <br>enquiry is held by the _____ in the presence of the <br>employee</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Neg otiator</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left va lign= top >CEO</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= l eft valign= top >President</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Enquiry Officer</td></tr></table><table border= 0 width= 600 id= table1_0_13 ><tr><td width= 41 align= left valign= top ><b>Q .14 </b></td><td width= 749 align= left valign= top colspan= 2 >_____ in the group is a selective process in which <br>individuals are granted membership pri marily on the <br>basis of commonality of interests and willingness to be <br>co -operative and to conform to the group norms</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b ></td><td width= 711 align= left valign= top >Consolidation</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>B) </b></td><td width= 711 align= left valign= top >Classification< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= to p >Membership</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= le ft valign= top >Consortium</td></tr></table><table border= 0 width= 600 id= t

able1_0_14 ><tr><td width= 41 align= left valign= top ><b>Q.15 </b></td><td wi dth= 749 align= left valign= top colspan= 2 >From the perspective of the work er, _____ work <br>groups provide a source of satisfaction for security <br>need s, social needs, and esteem needs</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td w idth= 711 align= left valign= top >Formal</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b> </td><td width= 711 align= left valign= top >Informal</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Both A) and B)</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Non e of the above</td></tr></table><table border= 0 width= 600 id= table1_0_15 >< tr><td width= 41 align= left valign= top ><b>Q.16 </b></td><td width= 749 ali gn= left valign= top colspan= 2 >The _____ is impersonal</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Position</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Job</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Wage</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left vali gn= top >Salary</td></tr></table><table border= 0 width= 600 id= table1_0_16 > <tr><td width= 41 align= left valign= top ><b>Q.17 </b></td><td width= 749 al ign= left valign= top colspan= 2 >A _____ wage has been defined by ILO as the wage <br>which must provide not only for the bare sustenance of <br>life, but fo r the preservation of the efficiency of the <br>worker</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Minimum</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>B) </b></td><td width= 711 align= left valign= top >Fair</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Liv ing</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign = top >Maximum</td></tr></table><table border= 0 width= 600 id= table1_0_17 >< tr><td width= 41 align= left valign= top ><b>Q.18 </b></td><td width= 749 ali gn= left valign= top colspan= 2 >_____ theory focuses on the role of supervisi on, <br>organization and group performance</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b>< /td><td width= 711 align= left valign= top >Behavioural</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>B) </b></td><td width= 711 align= left valign= top >Participative</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Tr ansactional</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Relationship</td></tr></table><table border= 0 width= 600 id= t able1_0_18 ><tr><td width= 41 align= left valign= top ><b>Q.19 </b></td><td wi dth= 749 align= left valign= top colspan= 2 >In _____ system, the supervisor and employee to be <br>evaluated jointly set objectives in advance for the <br>e mployee to try to achieve during a specified period</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >A) </b></td><td width= 711 align= left valign= top >Management by Objectives< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= to p >Critical Incident</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 al ign= left valign= top >Essay Evaluations</td></tr><tr><td width= 41 align= lef

t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></ td><td width= 711 align= left valign= top >Graphic Rating</td></tr></table><ta ble border= 0 width= 600 id= table1_0_19 ><tr><td width= 41 align= left vali gn= top ><b>Q.20 </b></td><td width= 749 align= left valign= top colspan= 2 > For offenses such as tardiness or leaving work <br>without permission, _____ can be used</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left v align= top >Fines</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align = left valign= top >Loss of privileges</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td ><td width= 711 align= left valign= top >Either A) or B)</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >None of the above< /td></tr></table><table border= 0 width= 600 id= table1_0_20 ><tr><td width= 4 1 align= left valign= top ><b>Q.21 </b></td><td width= 749 align= left valig n= top colspan= 2 > The _____ is the average score of the Raters to the <br>che cklists use</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Rank</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 alig n= left valign= top >Size</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 7 11 align= left valign= top >Weight</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><t d width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_0_21 ><tr><td width= 41 align= left valign= top ><b>Q.22 </b></td><td width= 749 align= left valign= top colspan= 2 > __ ___ has been defined as the act of simulating <br>someone to take a desired cour se of action to push the <br>right button to get a desired reaction</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Motivatio n</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Impulsion</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= l eft valign= top >Urge</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Inertia</td></tr></table><table border= 0 width= 600 id= table1_0_22 ><tr><td width= 41 align= left valign= top ><b>Q.23 </b></td> <td width= 749 align= left valign= top colspan= 2 >During early British rules , there prevailed _____ a <br>policy towards the business</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>A) </b></td><td width= 711 align= left valign= top >Laissez-faire</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Au tocratic</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left v align= top >Oppressive</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Repressive</td></tr></table><table border= 0 width= 6 00 id= table1_0_23 ><tr><td width= 41 align= left valign= top ><b>Q.24 </b></ td><td width= 749 align= left valign= top colspan= 2 >In 1938, _____ proposed classifications of leaders <br>based on how much involvement leaders placed int o <br>task and relationship needs</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td w idth= 711 align= left valign= top >Tannenbaum</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Schmidt</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign=

top ><b>C) </b></td><td width= 711 align= left valign= top >Lewin and Lippitt< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= to p >Frederick Taylor</td></tr></table><table border= 0 width= 600 id= table1_0_ 24 ><tr><td width= 41 align= left valign= top ><b>Q.25 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is a type of Motivation Theory</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Maslows Need Hierarchy Theory</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width = 711 align= left valign= top >McGregors Theory X and Theory Y</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Motivation-Hygien e Theory</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left v align= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_0_25 ><tr><td width= 41 align= left valign= top ><b>Q.26 </b></td><td w idth= 749 align= left valign= top colspan= 2 >Structured interviews with the immediate supervisor <br>of the trainees are acceptable methods for obtaining <b r>feedback in training</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Preliminary</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td>< td width= 711 align= left valign= top >Structured</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >C) </b></td><td width= 711 align= left valign= top >Depth</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>D) </b></td><td width= 711 align= left valign= top >Patterned</td></ tr></table><table border= 0 width= 600 id= table1_0_26 ><tr><td width= 41 ali gn= left valign= top ><b>Q.27 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is the composite expression of attitudes of the <br>various individuals employed by the organization which <br>is ultimately reflected thro ugh the generalized feelings of <br>the individual employees, both as an individ ual as well <br>as the member</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width = 711 align= left valign= top >Hygiene factor</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Motivation</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>C) </b></td><td width= 711 align= left valign= top >Industrial mora le</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Group morale</td></tr></table><table border= 0 width= 600 id= table1_0_2 7 ><tr><td width= 41 align= left valign= top ><b>Q.28 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ in Management is a process that br ings <br>workers into contact with and causes them to be <br>influenced by their leaders, their jobs and other aspects <br>of the organizations which they work< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= to p >Cultural Values</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 alig n= left valign= top >Social Systems</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><t d width= 711 align= left valign= top >Leadership</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> D) </b></td><td width= 711 align= left valign= top >Human Relations</td></tr>< /table><table border= 0 width= 600 id= table1_0_28 ><tr><td width= 41 align= left valign= top ><b>Q.29 </b></td><td width= 749 align= left valign= top co lspan= 2 >A _____ refers to two or more persons who interact <br>for a common ex plicit purpose</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>

<td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= l eft valign= top >Gathering</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Collection</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></ td><td width= 711 align= left valign= top >Group</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> D) </b></td><td width= 711 align= left valign= top >Meeting</td></tr></table>< table border= 0 width= 600 id= table1_0_29 ><tr><td width= 41 align= left va lign= top ><b>Q.30 </b></td><td width= 749 align= left valign= top colspan= 2 >The importance of training has been expressed as <br>follows training is widely accepted _____ device</td></tr><tr><td width= 41 align= left valign= top >&nbs p;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 a lign= left valign= top >Pre-eminence</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td>< td width= 711 align= left valign= top >Superiority</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>C) </b></td><td width= 711 align= left valign= top >Personality-development< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= to p >Problem-solving</td></tr></table><table border= 0 width= 600 id= table1_0_3 0 ><tr><td width= 41 align= left valign= top ><b>Q.31 </b></td><td width= 749 align= left valign= top colspan= 2 >Under the, young craftsmen having receive d preemployment <br>training in ITI have to be employed by <br>specialized indus tries during training period as a <br>percentage of the total number of regular employees</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Apprentices Act, 1957</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Apprentices Act, 1961</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Apprentices Act, 1963</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valig n= top >Apprentices Act, 1965</td></tr></table><table border= 0 width= 600 id= table1_0_31 ><tr><td width= 41 align= left valign= top ><b>Q.32 </b></td><td width= 749 align= left valign= top colspan= 2 >_____ view of man was characte ristic of the first half <br>of the twentieth century, which had seen the effect s of <br>Frederick Taylors scientific management school of <br>thought</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Theory X</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Theory Y</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= le ft valign= top >Theory Z</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 71 1 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_0_32 ><tr><td width= 41 align= left valign= top ><b>Q. 33 </b></td><td width= 749 align= left valign= top colspan= 2 >Morale and mot ivation even though inter-related are <br>_____</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Synonymous</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>B) </b></td><td width= 711 align= left valign= top >Not synonymous< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= to p >Identical</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= lef t valign= top >One and the same</td></tr></table><table border= 0 width= 600

id= table1_0_33 ><tr><td width= 41 align= left valign= top ><b>Q.34 </b></td>< td width= 749 align= left valign= top colspan= 2 >The saying let the punishmen t fit the crime is <br>appropriate when _____ the employee</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>A) </b></td><td width= 711 align= left valign= top >Disciplining</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Mot ivating</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left va lign= top >Harassing</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 al ign= left valign= top >Encouraging</td></tr></table><table border= 0 width= 60 0 id= table1_0_34 ><tr><td width= 41 align= left valign= top ><b>Q.35 </b></t d><td width= 749 align= left valign= top colspan= 2 > According to _____, dis satisfaction of an employee is <br>anything that disturbs the employee, whether expressed <br>or not</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >Dale Yoder</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Prof. Jucious</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >C) </b></td><td width= 711 align= left valign= top >Prof. Pigors and Meyers</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >ILO</td></tr></table><table border= 0 width= 600 id= table1_0_35 ><tr><td wi dth= 41 align= left valign= top ><b>Q.36 </b></td><td width= 749 align= left valign= top colspan= 2 >A _____ is always a symbol of some malfunctioning <br> or mal-adjustment and an able and skillful manager can <br>always find out the r eal or submerged reason for it</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td widt h= 711 align= left valign= top >Discipline</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b ></td><td width= 711 align= left valign= top >Penalty</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Grievance</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Dissatis faction</td></tr></table><table border= 0 width= 600 id= table1_0_36 ><tr><td width= 41 align= left valign= top ><b>Q.37 </b></td><td width= 749 align= lef t valign= top colspan= 2 > _____ is essentially a series of methods of securin g <br>pertinent information about the applicant</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Recruitment</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>B) </b></td><td width= 711 align= left valign= top >Human Resource Planning</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Selection Procedure</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td wi dth= 711 align= left valign= top >Forecasting</td></tr></table><table border= 0 width= 600 id= table1_0_37 ><tr><td width= 41 align= left valign= top ><b> Q.38 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is pow er legitimized on the basis of a <br>leaders exceptional personal qualities or th e <br>demonstration of extraordinary insight and <br>accomplishment, which inspi re loyalty and obedience <br>from followers</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b>< /td><td width= 711 align= left valign= top >Participative Leadership</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Charis matic Authority</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td

><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Sound Leader</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td wid th= 711 align= left valign= top >Grid Authority</td></tr></table><table border = 0 width= 600 id= table1_0_38 ><tr><td width= 41 align= left valign= top >< b>Q.39 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is defined as the relationship in which one <br>person influences others to work tog ether willingly on <br>related tasks to attain that level which he desires</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Cul tural Values</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= lef t valign= top >Social Systems</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td widt h= 711 align= left valign= top >Leadership</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b ></td><td width= 711 align= left valign= top >Human Relations</td></tr></table ><table border= 0 width= 600 id= table1_0_39 ><tr><td width= 41 align= left valign= top ><b>Q.40 </b></td><td width= 749 align= left valign= top colspan= 2 >The emphasis in _____ is on achieving through <br>group processes and dynami cs, a better understanding <br>of oneself and others</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>A) </b></td><td width= 711 align= left valign= top >Vestibule training</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Ap prentice programmes</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 ali gn= left valign= top >Simulation techniques</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b ></td><td width= 711 align= left valign= top >Experiential methods</td></tr></ table><table border= 0 width= 600 id= table1_0_40 ><tr><td width= 41 align= l eft valign= top ><b>Q.41 </b></td><td width= 749 align= left valign= top col span= 2 > _____ activity entails a detailed examination of a <br>job, its compon ents, its various operations and the <br>conditions under which it has to be per formed</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left val ign= top >Training Needs Identification</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td ><td width= 711 align= left valign= top >Total Organization Analysis</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Task A nalysis</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left va lign= top >Man Analysis</td></tr></table><table border= 0 width= 600 id= table 1_0_41 ><tr><td width= 41 align= left valign= top ><b>Q.42 </b></td><td width= 749 align= left valign= top colspan= 2 >According to _____, the human factor s refers to a <br>whole consisting of inter-related, interdependent and <br>inte r-acting physiological, psychological, sociological and <br>ethical components</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Ginzberg</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Julius</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 al ign= left valign= top >Sikula</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td widt h= 711 align= left valign= top >Hawthorne</td></tr></table><table border= 0 w idth= 600 id= table1_0_42 ><tr><td width= 41 align= left valign= top ><b>Q.43 </b></td><td width= 749 align= left valign= top colspan= 2 >The Committees a nd the Advisory Boards consist of <br>equal number of workers and employers repr

esentatives <br>and also independent members whose number should <br>not exceed of the total number of members</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td widt h= 711 align= left valign= top >One- Fourth</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </ b></td><td width= 711 align= left valign= top >Half</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>C) </b></td><td width= 711 align= left valign= top >One-Third</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Three-Four th</td></tr></table><table border= 0 width= 600 id= table1_0_43 ><tr><td width = 41 align= left valign= top ><b>Q.44 </b></td><td width= 749 align= left va lign= top colspan= 2 >Whiting Williams of Cleveland, Ohio has developed <br>the _____ technique to the extent that it would be <br>appropriate to call it the Whit ing Williams Method</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 alig n= left valign= top >Listening-over</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><t d width= 711 align= left valign= top >Listening-about</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Listening-in</td></tr ><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= l eft valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Liste ning-out</td></tr></table><table border= 0 width= 600 id= table1_0_44 ><tr><td width= 41 align= left valign= top ><b>Q.45 </b></td><td width= 749 align= le ft valign= top colspan= 2 >Cultural values and social systems immensely <br>in fluence human behaviour in work settings and provide <br>a distinct value to the m as compared to physical <br>resources</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td ><td width= 711 align= left valign= top >Cultural Values</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Social Systems</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top > Both A) and B)</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= l eft valign= top >Logical Procedures</td></tr></table><table border= 0 width= 6 00 id= table1_0_45 ><tr><td width= 41 align= left valign= top ><b>Q.46 </b></ td><td width= 749 align= left valign= top colspan= 2 > _____ is the degree of attraction that the group has <br>for each of its members</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Cohesiveness</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Co ngeniality</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Loyalty</td></tr><tr><td width= 41 align= left valign= top >&nbs p;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 a lign= left valign= top >Responsibility</td></tr></table><table border= 0 width = 600 id= table1_0_46 ><tr><td width= 41 align= left valign= top ><b>Q.47 </b ></td><td width= 749 align= left valign= top colspan= 2 > _____ can be used w hen the employees expertise is <br>known or the performance and results can be ob served</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left val ign= top >Peer ratings</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >360 degree appraisal</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) < /b></td><td width= 711 align= left valign= top >Rankings</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign=

top ><b>D) </b></td><td width= 711 align= left valign= top >SAM</td></tr></tab le><table border= 0 width= 600 id= table1_0_47 ><tr><td width= 41 align= left valign= top ><b>Q.48 </b></td><td width= 749 align= left valign= top colspa n= 2 >Generally, _____ have been most widely used in the <br>aeronautical indust ry</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Vestibule training</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Apprentice programmes</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C ) </b></td><td width= 711 align= left valign= top >Simulation techniques</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Ex periential methods</td></tr></table><table border= 0 width= 600 id= table1_0_4 8 ><tr><td width= 41 align= left valign= top ><b>Q.49 </b></td><td width= 749 align= left valign= top colspan= 2 >Supervisors often think about how well em ployees <br>are doing; this is the _____ system of evaluation</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>A) </b></td><td width= 711 align= left valign= top >Formal</td></tr ><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= l eft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Infor mal</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign = top >Forced choice</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 al ign= left valign= top >Critical</td></tr></table><table border= 0 width= 600 id= table1_0_49 ><tr><td width= 41 align= left valign= top ><b>Q.50 </b></td>< td width= 749 align= left valign= top colspan= 2 >According to _____, the dif ference between <br>transformational and transactional leadership is what <br>fo llows leaders and followers offer one another</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </ b></td><td width= 711 align= left valign= top >Kurt Lewin</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >J. V. Downton</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top > James McGregor Burns</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 al ign= left valign= top >Kurt Eisner</td></tr></table><table border= 0 width= 60 0 id= table1_0_50 ><tr><td width= 41 align= left valign= top ><b>Q.51 </b></t d><td width= 749 align= left valign= top colspan= 2 >In 1939, a group of rese archers led by psychologist <br>_____ set out to identify different styles of le adership</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left v align= top >Kurt Lewin</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >J. V. Downton</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td ><td width= 711 align= left valign= top >James McGregor Burns</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left val ign= top ><b>D) </b></td><td width= 711 align= left valign= top >Kurt Eisner</ td></tr></table><table border= 0 width= 600 id= table1_0_51 ><tr><td width= 41 align= left valign= top ><b>Q.52 </b></td><td width= 749 align= left valign = top colspan= 2 > _____ of a group is the starting point for a better <br>know ledge and function of a group of interacting <br>individuals</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>A) </b></td><td width= 711 align= left valign= top >Consolidation</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Classification</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td

><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Membership</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width = 711 align= left valign= top >Consortium</td></tr></table><table border= 0 w idth= 600 id= table1_0_52 ><tr><td width= 41 align= left valign= top ><b>Q.53 </b></td><td width= 749 align= left valign= top colspan= 2 >The broadest int erpretation of the term _____ would <br>include any discontent or dissatisfactio n that affects <br>organizational performance</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </ b></td><td width= 711 align= left valign= top >Discipline</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Penalty</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Grieva nce</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign = top >Demotion</td></tr></table><table border= 0 width= 600 id= table1_0_53 > <tr><td width= 41 align= left valign= top ><b>Q.54 </b></td><td width= 749 al ign= left valign= top colspan= 2 >The _____ method of evaluation was developed <br>because other methods used at the time led to a <br>preponderance of higher ratings, which made promotion <br>decisions difficult</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Formal</td></tr><tr><t d width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left va lign= top ><b>B) </b></td><td width= 711 align= left valign= top >Informal</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top > Forced choice</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= le ft valign= top >Critical</td></tr></table><table border= 0 width= 600 id= tab le1_0_54 ><tr><td width= 41 align= left valign= top ><b>Q.55 </b></td><td widt h= 749 align= left valign= top colspan= 2 >Level of _____ is a result of degr ee to which the <br>overall needs of the individual are fulfilled</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>A) </b></td><td width= 711 align= left valign= top >Motivation< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= to p >Morale</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Spirit</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 ali gn= left valign= top >Will</td></tr></table><table border= 0 width= 600 id= t able1_0_55 ><tr><td width= 41 align= left valign= top ><b>Q.56 </b></td><td wi dth= 749 align= left valign= top colspan= 2 >The word _____ is defined in the O xford Dictionary <br>as fixed periodical payment to a person doing other <br>than manual or mechanical work</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 71 1 align= left valign= top >Wage</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td w idth= 711 align= left valign= top >Pay Check</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) < /b></td><td width= 711 align= left valign= top >Incentive</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Salary</td></tr>< /table><table border= 0 width= 600 id= table1_0_56 ><tr><td width= 41 align= left valign= top ><b>Q.57 </b></td><td width= 749 align= left valign= top co lspan= 2 >There is a constant change in _____ and new <br>individuals are being employed</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left v align= top >Human Resource</td></tr><tr><td width= 41 align= left valign= top

>&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 7 11 align= left valign= top >Capital</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td>< td width= 711 align= left valign= top >Land</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </ b></td><td width= 711 align= left valign= top >Machinery</td></tr></table><tab le border= 0 width= 600 id= table1_0_57 ><tr><td width= 41 align= left valig n= top ><b>Q.58 </b></td><td width= 749 align= left valign= top colspan= 2 >A ccording to _____, the ultimate mission or <br>purpose is to relate future human resources to future <br>enterprise needs, so as to maximize the future return on <br>investment in human resources</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Ginzberg</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) < /b></td><td width= 711 align= left valign= top >Julius</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>C) </b></td><td width= 711 align= left valign= top >Sikula</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Hawthorne< /td></tr></table><table border= 0 width= 600 id= table1_0_58 ><tr><td width= 4 1 align= left valign= top ><b>Q.59 </b></td><td width= 749 align= left valig n= top colspan= 2 >A grievance machinery is usually thought of in <br>connectio n with a company that deals with a _____</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></t d><td width= 711 align= left valign= top >Labour Union</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>B) </b></td><td width= 711 align= left valign= top >Consultant</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Top Ma nagement</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left v align= top >Middle Management</td></tr></table><table border= 0 width= 600 id= table1_0_59 ><tr><td width= 41 align= left valign= top ><b>Q.60 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ programmes in industry are more prevalent <br>today than at any time in the past</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>A) </b></td><td width= 711 align= left valign= top >Career Development< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= to p >Assertiveness Training</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 71 1 align= left valign= top >Standardized Procedure</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >D) </b></td><td width= 711 align= left valign= top >Personal Attribute</td></ tr></table><table border= 0 width= 600 id= table1_0_60 ><tr><td width= 41 ali gn= left valign= top ><b>Q.61 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ frames the training policy</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Top management</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>B) </b></td><td width= 711 align= left valign= top >Personnel d epartment</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Supervisor</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Employee</td></tr></table><table border= 0 width= 60 0 id= table1_0_61 ><tr><td width= 41 align= left valign= top ><b>Q.62 </b></t d><td width= 749 align= left valign= top colspan= 2 >Human Relations seek to emphasize _____ aspects of <br>work</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td

width= 711 align= left valign= top >Technical</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Economic</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>C) </b></td><td width= 711 align= left valign= top >Employee</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_0_62 ><tr ><td width= 41 align= left valign= top ><b>Q.63 </b></td><td width= 749 align = left valign= top colspan= 2 >According to _____, Leadership is a lifting of a mans <br>sights to a higher vision, the raising of a mans standard <br>to a high er performance, the building of a mans <br>performance beyond its normal limitati ons</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Peter Drucker</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 ali gn= left valign= top >Killian</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td widt h= 711 align= left valign= top >Chris Argyris</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Douglous McGregor</td></tr></ table><table border= 0 width= 600 id= table1_0_63 ><tr><td width= 41 align= l eft valign= top ><b>Q.64 </b></td><td width= 749 align= left valign= top col span= 2 >General and Technical/Professional Institutions <br>provide _____</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Bl ue-collar applicants</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 al ign= left valign= top >White-collar applicants</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Managerial personnel</td></tr ><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= l eft valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All o f the above</td></tr></table><table border= 0 width= 600 id= table1_0_64 ><tr> <td width= 41 align= left valign= top ><b>Q.65 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ reduces employees boredom which arises out <br>of the monotonous nature of his work</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></ td><td width= 711 align= left valign= top >Flexible working hours</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Job enric hment</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left vali gn= top >Job-sharing</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 al ign= left valign= top >Rotation of jobs</td></tr></table><table border= 0 widt h= 600 id= table1_0_65 ><tr><td width= 41 align= left valign= top ><b>Q.66 </ b></td><td width= 749 align= left valign= top colspan= 2 > _____ is a signifi cant factor that infuses new blood <br>into an organization</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Recruitment</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Hu man Resource Planning</td></tr><tr><td width= 41 align= left valign= top >&nbs p;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 a lign= left valign= top >Selection Procedure</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b ></td><td width= 711 align= left valign= top >Forecasting</td></tr></table><ta ble border= 0 width= 600 id= table1_0_66 ><tr><td width= 41 align= left vali gn= top ><b>Q.67 </b></td><td width= 749 align= left valign= top colspan= 2 >

_____ can be anything that attracts a workers <br>attention and stimulates him t o work</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left val ign= top >Incentive</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 ali gn= left valign= top >Reward</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width = 711 align= left valign= top >Either A) or B)</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Punishment</td></tr></table> <table border= 0 width= 600 id= table1_0_67 ><tr><td width= 41 align= left v align= top ><b>Q.68 </b></td><td width= 749 align= left valign= top colspan= 2 >BES stands for</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align = left valign= top >Behavioural Expert Scale</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </ b></td><td width= 711 align= left valign= top >Behavioural Expectation Scale</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Behavioural Expert System</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Behavioural Expectation System</td></tr></table>< table border= 0 width= 600 id= table1_0_68 ><tr><td width= 41 align= left va lign= top ><b>Q.69 </b></td><td width= 749 align= left valign= top colspan= 2 >In terms of Stahl, _____ is the corner stone of the <br>whole personnel struct ure</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign = top >Recruitment</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 alig n= left valign= top >Human Resource Planning</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </ b></td><td width= 711 align= left valign= top >Selection Procedure</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Forecast ing</td></tr></table><table border= 0 width= 600 id= table1_0_69 ><tr><td widt h= 41 align= left valign= top ><b>Q.70 </b></td><td width= 749 align= left v align= top colspan= 2 >One advantage of a _____ interview is that <br>systemati c and chronological information is obtained, <br>and hence this yields to statis tical analysis</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= l eft valign= top >Preliminary</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width = 711 align= left valign= top >Stress</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td ><td width= 711 align= left valign= top >Depth</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Patterned</td></tr></table>< table border= 0 width= 600 id= table1_0_70 ><tr><td width= 41 align= left va lign= top ><b>Q.71 </b></td><td width= 749 align= left valign= top colspan= 2 >According to _____ theory, no leadership style is <br>best in all situations</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Great Man</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Trait</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 al ign= left valign= top >Situational</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Contingency</td></tr></table><table borde r= 0 width= 600 id= table1_0_71 ><tr><td width= 41 align= left valign= top >

<b>Q.72 </b></td><td width= 749 align= left valign= top colspan= 2 >The term _____ is commonly used for those <br>employees whose pay is calculated according to the <br>number of hours worked</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Wage</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b>< /td><td width= 711 align= left valign= top >Pay Check</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Incentive</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Salary</ td></tr></table><table border= 0 width= 600 id= table1_0_72 ><tr><td width= 41 align= left valign= top ><b>Q.73 </b></td><td width= 749 align= left valign = top colspan= 2 >The _____ (1964) is a behavioural leadership model <br>develo ped by Robert Blake and Jane Mouton</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Leadership Model</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Managerial Grid Model </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= t op >Behavioural Model</td></tr><tr><td width= 41 align= left valign= top >&nbs p;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 a lign= left valign= top >All of the above</td></tr></table><table border= 0 wid th= 600 id= table1_0_73 ><tr><td width= 41 align= left valign= top ><b>Q.74 < /b></td><td width= 749 align= left valign= top colspan= 2 >According to _____ , discipline is the observance of <br>principles, rules or any other laid down p rocedures, <br>practices, written or otherwise in the organization by the <br>em ployees or group of employees, to whom these apply, <br>for smooth and effect</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Dr. Spriegal</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= le ft valign= top >Bremblett, Earl R</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Calhoon Richard D.</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>D) </b></td><td width= 711 align= left valign= top >Websters Dictionary</ td></tr></table><table border= 0 width= 600 id= table1_0_74 ><tr><td width= 41 align= left valign= top ><b>Q.75 </b></td><td width= 749 align= left valign = top colspan= 2 >_____ is the corner stone of sound management</td></tr><tr><t d width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left va lign= top ><b>A) </b></td><td width= 711 align= left valign= top >Learning</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top > Training</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left v align= top >Skill</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align = left valign= top >Development</td></tr></table><table border= 0 width= 600 id= table1_0_75 ><tr><td width= 41 align= left valign= top ><b>Q.76 </b></td>< td width= 749 align= left valign= top colspan= 2 > _____ is probably the most widely used single <br>method of selection</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b> </td><td width= 711 align= left valign= top >Application blank</td></tr><tr><t d width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left va lign= top ><b>B) </b></td><td width= 711 align= left valign= top >Check of ref erences</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left va lign= top >Interviewing</td></tr><tr><td width= 41 align= left valign= top >&n

bsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Orientation</td></tr></table><table border= 0 width= 600 id= table1_0_76 ><tr><td width= 41 align= left valign= top ><b>Q.77 </b> </td><td width= 749 align= left valign= top colspan= 2 >According to _____ di scipline is the training that <br>corrects, moulds, strengthens or perfects</td> </tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 alig n= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >D r. Spriegal</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Bremblett, Earl R</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wi dth= 711 align= left valign= top >Calhoon Richard D.</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Websters Dictionary</td ></tr></table><table border= 0 width= 600 id= table1_0_77 ><tr><td width= 41 align= left valign= top ><b>Q.78 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ theory is also known as Iron Law of Wages</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>A) </b></td><td width= 711 align= left valign= top >Subsistence </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= t op >Standard of living</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Residual claimant</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >Wage fund</td></tr></table><table border= 0 width= 600 id= table1_0_78 ><tr><td width= 41 align= left valign= top ><b>Q.79 </b></td><td width= 749 align= left valign= top colspan= 2 > __ ___ is among the most significant and yet <br>controversial features of a full ci rcle performance <br>evaluation program</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td> <td width= 711 align= left valign= top >Peer ratings</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >360 degree appraisal</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Rankings</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >SAM</td></tr></table><table border= 0 width= 600 id= table1_0_79 ><tr><td width= 41 align= left valign= top ><b>Q.80 </b></td><td width= 749 align= left valign= top colspan= 2 >Morale, in general refers to _____, a feel ing of <br>enthusiasm, zeal, confidence in individuals or groups <br>that they w ill be able to cope with the tasks assigned to <br>them</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Esprit de corps</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Dj v u</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Pass</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left v align= top >Faux Pas</td></tr></table><br><br><b><u>PART B</u></b><br><br><table border= 0 width= 600 id= table1_1_0 ><tr><td width= 41 align= left valign= top ><b>Q.1 </b></td><td width= 749 align= left valign= top colspan= 2 >The k eys features of Participative (Democratic) <br>Leadership are: <br>1. Participat ive leadership is generally the most effective <br>leadership style <br>2. Democ ratic leaders offer guidance to group members <br>3. This style of leadership is best appl</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top

>&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b ></td><td width= 711 align= left valign= top >1, 2, 4 and 5</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>D) </b></td><td width= 711 align= left valign= top >1, 3, 4 and 5</ td></tr></table><table border= 0 width= 600 id= table1_1_1 ><tr><td width= 41 align= left valign= top ><b>Q.2 </b></td><td width= 749 align= left valign= top colspan= 2 >According to Wickstorm, Human Resource Planning <br>consists of a series of activities like: <br>1. Forecasting future manpower requirements <b r>2. Making an inventory of present manpower resources <br>3. Anticipating manpo wer problems by projecting <br>p</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td wi dth= 711 align= left valign= top >1 and 2</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b> </td><td width= 711 align= left valign= top >3 and 4</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3 and 4</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td></tr></table><table border= 0 width= 600 id= table1_1_2 ><tr><td wid th= 41 align= left valign= top ><b>Q.3 </b></td><td width= 749 align= left v align= top colspan= 2 >Match the Sets <br>Set A <br>1. Job performance test <br >2. Field review test <br>Set B <br>a. Stimulation <br>b. Used for operating per sonnel in the Air Force <br>c. Uses an objective outsider as evaluator <br>d. Over all rating such as outstanding, sat</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1-a,b ; 2-c,d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>B) </b></td><td width= 711 align= left valign= top >1-a,c ; 2-b,d</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-d,b ; 2-c,a</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left val ign= top >1-c,d ; 2-a,b</td></tr></table><table border= 0 width= 600 id= table 1_1_3 ><tr><td width= 41 align= left valign= top ><b>Q.4 </b></td><td width= 7 49 align= left valign= top colspan= 2 >State the True points with respect to the Minimum <br>Wage: <br>1. A minimum wage has been defined as the wage <br>whic h must provide not only for the bare sustenance of <br>life, but for the preserv ation of the efficiency of the <br>worker <br>2. A mini</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1-T, 2-T</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1-T, 2-F< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= to p >1-F, 2-T</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-F, 2-F</td></tr></table><table border= 0 width= 600 id= table 1_1_4 ><tr><td width= 41 align= left valign= top ><b>Q.5 </b></td><td width= 7 49 align= left valign= top colspan= 2 >The essential characteristics of a sma ll group are: <br>1. Two or more people <br>2. Who interact with one another <br >3. Share some common ideology <br>4. See themselves as a group</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left val ign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2 and 4</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr><tr><td width= 41 align= left valign= top >

&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 71 1 align= left valign= top >1, 2, 3 and 4</td></tr></table><table border= 0 wi dth= 600 id= table1_1_5 ><tr><td width= 41 align= left valign= top ><b>Q.6 </ b></td><td width= 749 align= left valign= top colspan= 2 >State the True poin ts with respect to General <br>Impression of the Supervisor <br>1. Some supervis ors may not be able to tell you how <br>they know the morale of their men, but t hey enjoy such <br>an intimate relationship with them that they do know <br></td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top > 1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left va lign= top >3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 alig n= left valign= top >1, 3 and 4</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td wi dth= 711 align= left valign= top >1, 2, 3 and 4</td></tr></table><table border = 0 width= 600 id= table1_1_6 ><tr><td width= 41 align= left valign= top ><b >Q.7 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the Se ts <br>Set A <br>1. Good Discipline <br>2. Poor Discipline <br>Set B <br>a. Desc ribed as orderly conduct based on definite <br>standards catalyzed by effective leadership <br>b. Employees fail to observe the rules of the <br>organization or th</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign = top >1-a,b ; 2-c,d</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 al ign= left valign= top >1-a,c ; 2-b,d</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td>< td width= 711 align= left valign= top >1-d,b ; 2-c,a</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-c,d ; 2-a,b</td></tr ></table><table border= 0 width= 600 id= table1_1_7 ><tr><td width= 41 align= left valign= top ><b>Q.8 </b></td><td width= 749 align= left valign= top co lspan= 2 >Identify the dimension of a transformational <br>leadership: <br>1. It encompasses the need to respect and celebrate the <br>individual contribution t hat each follower can make to <br>the team <br>2. It is the diversity of the tea m that gives it its true </td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 71 1 align= left valign= top >Idealized influence</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Inspirational motivation</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top > Intellectual stimulation</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Individualized attention</td></tr></table><table bor der= 0 width= 600 id= table1_1_8 ><tr><td width= 41 align= left valign= top ><b>Q.9 </b></td><td width= 749 align= left valign= top colspan= 2 >State the True points with respect to 360 degree <br>appraisal method: <br>1. If the tool used to collect appraisal input from <br>multiple sources contains the names of the appraisers <br>with their comments, and that information is filed into <br> the Em</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left val ign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align = left valign= top >2 and 3</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td ><td width= 711 align= left valign= top >1, 2 and 3</td></tr></table><table bo rder= 0 width= 600 id= table1_1_9 ><tr><td width= 41 align= left valign= top

><b>Q.10 </b></td><td width= 749 align= left valign= top colspan= 2 >Modifyi ng the work environment can be achieved <br>by: <br>1. Developing work groups <b r>2. Developing the social contacts of the employees <br>3. The use of music <br >4. Regular rest breaks</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1 and 2</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </ b></td><td width= 711 align= left valign= top >1, 3 and 4</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td ></tr></table><table border= 0 width= 600 id= table1_1_10 ><tr><td width= 41 align= left valign= top ><b>Q.11 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>1. Graphic rating scale <br>2. For ced choice <br>3. Behaviourally anchored rating scales <br>Set B <br>a. Was deve loped because other methods used at the <br>time led to a preponderance of highe r ratings <br>b. Most widely use</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td wi dth= 711 align= left valign= top >1-a, 2-b, 3-c</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B ) </b></td><td width= 711 align= left valign= top >1-a, 2-c, 3-b</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-b, 2-c, 3-a</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign = top >1-b, 2-a, 3-c</td></tr></table><table border= 0 width= 600 id= table1_1 _11 ><tr><td width= 41 align= left valign= top ><b>Q.12 </b></td><td width= 74 9 align= left valign= top colspan= 2 >Name the method having the below steps: <br>a. A series of measurements are taken before the <br>programme begins and c ontinues during and after the <br>programme is completed <br>b. The results obta ined are plotted on a graph to <br>determine whether cha</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>A) </b></td><td width= 711 align= left valign= top >Experimental and Con trol Groups</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Longitudinal analysis</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><t d width= 711 align= left valign= top >Structured Interviews</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the abov e</td></tr></table><table border= 0 width= 600 id= table1_1_12 ><tr><td width= 41 align= left valign= top ><b>Q.13 </b></td><td width= 749 align= left val ign= top colspan= 2 >Types of Transfers are: <br>1. Production transfers <br>2. Replacement transfers <br>3. Versatility transfers <br>4. Shift transfers <br>5 . Remedial transfers</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >1, 2 and 5</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3 and 4</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the abo ve</td></tr></table><table border= 0 width= 600 id= table1_1_13 ><tr><td width = 41 align= left valign= top ><b>Q.14 </b></td><td width= 749 align= left va lign= top colspan= 2 >In the Point Method of Job Evaluation, the <br>characteri stics, called factors, generally fall under the <br>four headings: <br>1. Traini ng <br>2. Skill <br>3. Effort <br>4. Responsibility <br>5. Conditions</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef

t valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left val ign= top >2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></t d><td width= 711 align= left valign= top >1, 2, 4 and 5</td></tr></table><tabl e border= 0 width= 600 id= table1_1_14 ><tr><td width= 41 align= left valign = top ><b>Q.15 </b></td><td width= 749 align= left valign= top colspan= 2 >St ate the True points with respect to Grievance <br>Handling: <br>1. An important aspect of the grievance machinery is the <br>reassurance given to an individual employee by the <br>mere fact that there is a mechanism available to him <br>whi ch will consi</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= le ft valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2 and 3</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1 and 3</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) < /b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr></table><t able border= 0 width= 600 id= table1_1_15 ><tr><td width= 41 align= left val ign= top ><b>Q.16 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>1. Personnel Specialists <br>2. Line Managers <br> Set B <br>a. Design the performance evaluation system <br>b. Do the evaluation o f the employees <br>c. Maintain the records <br>d. Communicate the results to th eir employees</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= le ft valign= top >1-a,b ; 2-c,d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td widt h= 711 align= left valign= top >1-a,c ; 2-b,d</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-c,d ; 2-a,b</td></tr><tr><t d width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left va lign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-b,c ; 2-a, d</td></tr></table><table border= 0 width= 600 id= table1_1_16 ><tr><td width= 41 align= left valign= top ><b>Q.17 </b></td><td width= 749 align= left val ign= top colspan= 2 >Four kinds of interviews for selection are: <br>1. Prelimi nary interview <br>2. Stress interview <br>3. Depth interview <br>4. Structured interview <br>5. Patterned interview</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><t d width= 711 align= left valign= top >1, 2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>B) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left va lign= top >1, 2, 4 and 5</td></tr></table><table border= 0 width= 600 id= tabl e1_1_17 ><tr><td width= 41 align= left valign= top ><b>Q.18 </b></td><td width = 749 align= left valign= top colspan= 2 >Hesin and Dumply have specific rela tionship <br>between work group member satisfaction and: <br>1. Perceived Freedo m to Participate <br>2. Perceived Freedom to Group <br>3. Perceived Goal Attainm ent <br>4. Status Consensus</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 3 and 4</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></ td><td width= 711 align= left valign= top >1, 2 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top

><b>C) </b></td><td width= 711 align= left valign= top >2, 3 and 4</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_1_18 ><tr><t d width= 41 align= left valign= top ><b>Q.19 </b></td><td width= 749 align= l eft valign= top colspan= 2 >The characteristics of Knowledge-based methods of <br>Training are: <br>1. In this method of training, an effort is made to <br>ex pose participants to concepts and theories, basic <br>principles, and pure and a pplied knowledge in any <br>subject area <br></td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </ b></td><td width= 711 align= left valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>B) </b></td><td width= 711 align= left valign= top >2 and 3</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1 and 3</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr></table><table border= 0 width= 600 id= table1_1_19 ><tr ><td width= 41 align= left valign= top ><b>Q.20 </b></td><td width= 749 align = left valign= top colspan= 2 >State the True points with respect to Company < br>Records and Reports <br>1. These are usually prepared by the Personnel <br>De partment at regular intervals with the assistance of <br>supervisors and Departm ent Heads <br>2. Job enrichment is a fair index </td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1 and 2</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >3 and 4</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3 a nd 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valig n= top >1, 2, 3 and 4</td></tr></table><table border= 0 width= 600 id= table1_ 1_20 ><tr><td width= 41 align= left valign= top ><b>Q.21 </b></td><td width= 7 49 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>1. Profes sor Ralph C. Davis <br>2. Dale Yoder and Paul D. Standohar <br>3. Edwin B. Filip po <br>Set B <br>a. Good organizational morale is a condition in which <br>indiv iduals and groups voluntarily make a reasonable <br>subor</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>A) </b></td><td width= 711 align= left valign= top >1-a, 2-b, 3-c</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1a, 2-c, 3-b</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-b, 2-c, 3-a</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-b, 2-a, 3-c</td></tr></table><table border= 0 width= 600 id= table1_1_21 ><tr><td width= 41 align= left valign= top ><b>Q. 22 </b></td><td width= 749 align= left valign= top colspan= 2 >The aims of fo rmal education for a manager is to: <br>1. Increase his ability to learn from ex perience <br>2. Increase his ability to help his subordinates learn from <br>exp erience</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left va lign= top >1-T, 2-T</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 ali gn= left valign= top >1-T, 2-F</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wid th= 711 align= left valign= top >1-F, 2-T</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >1-F, 2-F</td></tr></table><table border= 0 width= 600 id= table1_1_22 ><tr><td width= 41 align= left valign=

top ><b>Q.23 </b></td><td width= 749 align= left valign= top colspan= 2 >Grie vance can be: <br>1. Stated or unvoiced <br>2. Written or oral <br>3. Legitimate or ridiculous</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= l eft valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 71 1 align= left valign= top >2 and 3</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><t d width= 711 align= left valign= top >1 and 3</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr></table>< table border= 0 width= 600 id= table1_1_23 ><tr><td width= 41 align= left va lign= top ><b>Q.24 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>1. Blue-collar workers <br>2. White-collar worker s, <br>Set B <br>a. Work sampling observation <br>b. Industrial-engineering tech niques <br>c. Time and motion studies <br>d. Job performance data analysis</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1a,b ; 2-c,d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1-a,c ; 2-b,d</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-c,d ; 2-a,b</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </ b></td><td width= 711 align= left valign= top >1-b,c ; 2-a,d</td></tr></table> <table border= 0 width= 600 id= table1_1_24 ><tr><td width= 41 align= left v align= top ><b>Q.25 </b></td><td width= 749 align= left valign= top colspan= 2 > Match the Sets <br>Set A <br>1. Maintenance or Hygiene factors <br>2. Job-co ntent factors <br>Set B <br>a. Their presence will not motivate people in an <br >organization <br>b. They must be present or dissatisfaction will arise <br>c. A re found to be the</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 alig n= left valign= top >1-a,b ; 2-c,d</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1-a,c ; 2-b,d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>C) </b></td><td width= 711 align= left valign= top >1-d,b ; 2-c,a</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-c,d ; 2-a,b</td></tr></table><table border= 0 width= 600 id= table1_1_25 ><tr><td w idth= 41 align= left valign= top ><b>Q.26 </b></td><td width= 749 align= left valign= top colspan= 2 > Forecasting is necessary for: <br>1. Auditing human resources <br>2. An expansion following enlargement and growth in <br>business i nvolves the use of additional machinery and <br>personnel, and a reallocation of facilities, all of which call <br>for adv</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b>< /td><td width= 711 align= left valign= top >1, 3 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>B) </b></td><td width= 711 align= left valign= top >2 and 4</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4 a nd 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valig n= top >1, 2 and 5</td></tr></table><table border= 0 width= 600 id= table1_1_2 6 ><tr><td width= 41 align= left valign= top ><b>Q.27 </b></td><td width= 749 align= left valign= top colspan= 2 >State True point with respect to Human Re sources: <br>1. From the national standpoint, the human resources <br>can be def ined as the total knowledge, skills, creative <br>abilities, talents and aptitud es obtained in the population <br>whereas from the vie</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top

><b>A) </b></td><td width= 711 align= left valign= top >1-T, 2-T</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1-T, 2-F</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-F, 2-T</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-F, 2-F</td></tr></table><table border= 0 width= 600 id= table1 _1_27 ><tr><td width= 41 align= left valign= top ><b>Q.28 </b></td><td width= 749 align= left valign= top colspan= 2 >Characteristics of Participative Theo ries: <br>1. Participative leadership theories suggest that the ideal <br>leader ship style is one that takes the input of others into <br>account <br>2. These l eaders encourage participation and <br>contributions from </td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1 and 2</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2 and 3 </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= t op >1 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr></table><table border= 0 width= 600 id= tab le1_1_28 ><tr><td width= 41 align= left valign= top ><b>Q.29 </b></td><td widt h= 749 align= left valign= top colspan= 2 >The key to understand motivation l ies in the <br>meaning and relationships between: <br>1. Needs <br>2. Drives <br >3. Goals</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 al ign= left valign= top >2 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wid th= 711 align= left valign= top >1 and 3</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b>< /td><td width= 711 align= left valign= top >1, 2 and 3</td></tr></table><table border= 0 width= 600 id= table1_1_29 ><tr><td width= 41 align= left valign= top ><b>Q.30 </b></td><td width= 749 align= left valign= top colspan= 2 >The basic ingredients or guidelines of a disciplinary <br>action should be: <br>1. A punitive action must satisfy the condition of natural <br>justice <br>2. The m anagement must act without bias and without <br>vindictiveness <br>3. The punish ment should </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= lef t valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2 and 3</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </ b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr></table><ta ble border= 0 width= 600 id= table1_1_30 ><tr><td width= 41 align= left vali gn= top ><b>Q.31 </b></td><td width= 749 align= left valign= top colspan= 2 > The general profile of the interviewers should be: <br>1. Knowledge of the job o r other things with which <br>interviews are concerned <br>2. Emotional maturity and a stable personality <br>3. Sensitivity to the interviewees feelings and a < br>sympatheti</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= le ft valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >3 and 4</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr><tr><td width= 41 al

ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D ) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td></tr></ta ble><table border= 0 width= 600 id= table1_1_31 ><tr><td width= 41 align= lef t valign= top ><b>Q.32 </b></td><td width= 749 align= left valign= top colsp an= 2 >State True point with respect to Human Resources: <br>1. Human resources assume importance from economic <br>standpoint at national, enterprise and indiv idual levels of <br>analysis 2. The importance of human resources arises <br>fro m the economic factors</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1-T, 2-T</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1-T, 2-F</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) < /b></td><td width= 711 align= left valign= top >1-F, 2-T</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-F, 2-F</td></tr> </table><table border= 0 width= 600 id= table1_1_32 ><tr><td width= 41 align= left valign= top ><b>Q.33 </b></td><td width= 749 align= left valign= top c olspan= 2 >Some of the leaders are: <br>1. Self-oriented <br>2. People-oriented <br>3. Task-oriented</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td wid th= 711 align= left valign= top >2 and 3</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b>< /td><td width= 711 align= left valign= top >1 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>D) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr></t able><table border= 0 width= 600 id= table1_1_33 ><tr><td width= 41 align= le ft valign= top ><b>Q.34 </b></td><td width= 749 align= left valign= top cols pan= 2 >Informal work groups: <br>1. A component of informal organizations <br>2 . Exist because the formal groups established within <br>the organization freque ntly fail to satisfy human needs <br>to a sufficient degree <br>3. Exist because the organizational str</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2 and 4</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td>< td width= 711 align= left valign= top >2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >C) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>D) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td></tr></table><table border= 0 width= 600 id= table1_1_34 ><tr><td width = 41 align= left valign= top ><b>Q.35 </b></td><td width= 749 align= left va lign= top colspan= 2 >A leader has the following functions to perform: <br>a) M aintenance of membership <br>b) Objective attainment <br>c) Group interaction</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left v align= top >2 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 ali gn= left valign= top >1 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td widt h= 711 align= left valign= top >1, 2 and 3</td></tr></table><table border= 0 width= 600 id= table1_1_35 ><tr><td width= 41 align= left valign= top ><b>Q.3 6 </b></td><td width= 749 align= left valign= top colspan= 2 >State the True points with respect to the Human <br>Potential Movement: <br>1. Management aware ness training and assertiveness <br>training represent two other techniques rela ted to the <br>development of human potential <br>2. Both are designed to deal w

</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= t op >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2 and 3</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1 and 3</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td w idth= 711 align= left valign= top >1, 2 and 3</td></tr></table><table border= 0 width= 600 id= table1_1_36 ><tr><td width= 41 align= left valign= top ><b> Q.37 </b></td><td width= 749 align= left valign= top colspan= 2 >The duties o f a Personnel Manager are: <br>1. He is responsible for the management of a <br> department <br>2. He performs a series of technical services and allied <br>acti vities <br>3. Advisory Role</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td> <td width= 711 align= left valign= top >2 and 3</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C ) </b></td><td width= 711 align= left valign= top >1 and 3</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>D) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td>< /tr></table><table border= 0 width= 600 id= table1_1_37 ><tr><td width= 41 al ign= left valign= top ><b>Q.38 </b></td><td width= 749 align= left valign= to p colspan= 2 >Careful recruitment of employees is particularly <br>important in India for: <br>1. Under the existing legal conditions, when an industrial <br>w orker is discharged, and industrial dispute cannot be <br>raised by the workman in regard to such discharge an</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td widt h= 711 align= left valign= top >1-T, 2-T</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b>< /td><td width= 711 align= left valign= top >1-T, 2-F</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-F, 2-T</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-F, 2-F</ td></tr></table><table border= 0 width= 600 id= table1_1_38 ><tr><td width= 41 align= left valign= top ><b>Q.39 </b></td><td width= 749 align= left valign = top colspan= 2 >The basic ingredients or guidelines of a disciplinary <br>act ion should be: <br>1. All defaulters should be treated alike, depending on <br>t he nature of their offence <br>2. Identical punishment should be awarded for ide ntical <br>offences, irrespective </td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1-T, 2-T</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) < /b></td><td width= 711 align= left valign= top >1-T, 2-F</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-F, 2-T</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-F, 2 -F</td></tr></table><table border= 0 width= 600 id= table1_1_39 ><tr><td width = 41 align= left valign= top ><b>Q.40 </b></td><td width= 749 align= left va lign= top colspan= 2 >The methods of employee compensation include <br>areas su ch as: <br>1. Job evaluation <br>2. Wage surveys <br>3. Supplementary payments</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 al

ign= left valign= top >1 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td wid th= 711 align= left valign= top >1, 2 and 3</td></tr></table><br><br><b><u>PAR T C</u></b><br><br><table border= 0 width= 600 id= table1_2_0 ><tr><td width= 41 align= left valign= top ><b>Q.1 </b></td><td width= 749 align= left valig n= top colspan= 2 >According to Wickstorm, Human Resource Planning <br>consists of a series of activities like: <br>1. Employment, safety, training, wage and s alary <br>administration and research and development <br>2. Forecasting future manpower requirements, either in <b</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>B) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left val ign= top >All of the above</td></tr></table><table border= 0 width= 600 id= ta ble1_2_1 ><tr><td width= 41 align= left valign= top ><b>Q.2 </b></td><td width = 749 align= left valign= top colspan= 2 >The four stages in the development of charismatic <br>leadership are: <br>1. Sensing opportunity and formulating a vision <br>2. Judging the vision <br>3. Articulating the vision <br>4. Building trust in the vision <br>5. Achieving the vision</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td></tr><tr><t d width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left va lign= top ><b>B) </b></td><td width= 711 align= left valign= top >1, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 alig n= left valign= top >1, 2, 3 and 5</td></tr></table><table border= 0 width= 60 0 id= table1_2_2 ><tr><td width= 41 align= left valign= top ><b>Q.3 </b></td> <td width= 749 align= left valign= top colspan= 2 >The organizational aims of management <br>development are to secure following valuable endresults: <br>1. Improvement in technical performance <br>2. Improvement in supervision and leade rship at each <br>level <br>3. Improvement in inter-departmental co-o</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Except 1</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Except 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= le ft valign= top >Except 7</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 71 1 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_2_3 ><tr><td width= 41 align= left valign= top ><b>Q.4 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the Sets < br>Set A <br>1. Physiological Needs <br>2. Safety Needs <br>3. Social Needs <br> 4. Esteem Needs <br>5. Self-actualization Needs <br>Set B <br>a. Cyclic Needs <b r>b. Requires an ordered society <br>c. For love and affection and belongingnes< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= to p >1-a, 2-b, 3-c, 4-d, 5-e</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 7 11 align= left valign= top >1-a, 2-c, 3-b, 4-d, 5-e</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>C) </b></td><td width= 711 align= left valign= top >1-c, 2-d, 3-e, 4-b, 5-a </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= t

op >1-c, 2-b, 3-d, 4-e, 5-a</td></tr></table><table border= 0 width= 600 id= t able1_2_4 ><tr><td width= 41 align= left valign= top ><b>Q.5 </b></td><td widt h= 749 align= left valign= top colspan= 2 >The major elements of group behavi our are: <br>1. Membership in the Group <br>2. Emergent Leadership <br>3. Inform al Hierarchy <br>4. Group Has Some Activity or Task to Perform <br>5. Interactio n <br>6. Group Norms</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >1, 2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></t d><td width= 711 align= left valign= top >1, 2, 4, 5 and 6</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4, 5 and 6 </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= t op >All of the above</td></tr></table><table border= 0 width= 600 id= table1_2 _5 ><tr><td width= 41 align= left valign= top ><b>Q.6 </b></td><td width= 749 align= left valign= top colspan= 2 >The Five Leadership styles on the Manager ial Grid <br>Model are: <br>1. Sink or Swim <br>2. Country Club <br>3. Produce o r Perish <br>4. Middle-of-the-road <br>5. Team <br>6. Impoverished</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left val ign= top >1, 2, 4, 5 and 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 7 11 align= left valign= top >2, 3, 4, 5 and 6</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) < /b></td><td width= 711 align= left valign= top >All of the above</td></tr></ta ble><table border= 0 width= 600 id= table1_2_6 ><tr><td width= 41 align= left valign= top ><b>Q.7 </b></td><td width= 749 align= left valign= top colspan = 2 > Dale Yoder observes the changes affecting <br>employment relationships rev eal which of the below <br>trends: <br>1. Increased complexity of organization a nd employment <br>communication and a distinction between owners, <br>managers a nd workers <br>2. De</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >1, 2, 3, 5, 6 and 7</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b> </td><td width= 711 align= left valign= top >2, 3, 4, 5, 6 and 7</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3, 4, 5 and 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left val ign= top >All of the above</td></tr></table><table border= 0 width= 600 id= ta ble1_2_7 ><tr><td width= 41 align= left valign= top ><b>Q.8 </b></td><td width = 749 align= left valign= top colspan= 2 >Training, an important area of pers onnel covers: <br>1. Increasing productivity <br>2. Improving quality <br>3. Imp roving organizational climate <br>4. Formulation of personnel policy <br>5. Ensu ring personnel growth etc.</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 7 11 align= left valign= top >1, 2, 3 and 5</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b> </td><td width= 711 align= left valign= top >2, 3, 4 and 5</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3, 4 and 5</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_2_8 ><tr><td width= 41 align= left valign= top ><b>Q.9 </b></td><td width= 749 al ign= left valign= top colspan= 2 >Which among these is not a part of machinery for <br>fixing wages? <br>1. Management <br>2. Collective Bargaining <br>3. Vol

untary Arbitration <br>4. Wage Legislation <br>5. Conciliation <br>6. Adjudicati on <br>7. Wage Boards</td></tr><tr><td width= 41 align= left valign= top >&nbs p;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 a lign= left valign= top >2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 7 11 align= left valign= top >5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wid th= 711 align= left valign= top >7</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><t d width= 711 align= left valign= top >None of the above</td></tr></table><tabl e border= 0 width= 600 id= table1_2_9 ><tr><td width= 41 align= left valign= top ><b>Q.10 </b></td><td width= 749 align= left valign= top colspan= 2 >Vis count Slim has enumerated the following <br>qualifies of a leader: <br>1. Will p ower <br>2. Flexibility <br>3. Courage <br>4. Knowledge <br>5. Integrity <br>6. Social Status</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= le ft valign= top >1, 2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td w idth= 711 align= left valign= top >1, 2, 4, 5 and 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4, 5 and 6</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_2_10 ><t r><td width= 41 align= left valign= top ><b>Q.11 </b></td><td width= 749 alig n= left valign= top colspan= 2 >The training programmes can be made effective <br>and successful if the following hints are considered: <br>1. Specific traini ng objectives should be outlined on the <br>basis of the type of performance req uired to achieve <br>organizational goals and obj</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A ) </b></td><td width= 711 align= left valign= top >Except 1</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>B) </b></td><td width= 711 align= left valign= top >Except 5</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Exc ept 7</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left vali gn= top >All of the above</td></tr></table><table border= 0 width= 600 id= tab le1_2_11 ><tr><td width= 41 align= left valign= top ><b>Q.12 </b></td><td widt h= 749 align= left valign= top colspan= 2 >Principles suggested by IIPM for a ddressing the <br>grievance are: <br>1. A grievance should be dealt within the l imits of the <br>first line supervisor <br>2. The grievance should be dealt with at a normal pace <br>3. The appellate authority should be ma</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td> </tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 alig n= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2 , 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 w idth= 600 id= table1_2_12 ><tr><td width= 41 align= left valign= top ><b>Q.13 </b></td><td width= 749 align= left valign= top colspan= 2 >The groups can p rovide, with or without the <br>conscious knowledge of their members, a means of <br>fulfilling many of the needs of the individuals in them, <br>such as: <br>1 . Affiliative needs provided by the group through <br>friendship between indivi< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= to p >1, 2 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><

td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= le ft valign= top >2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3 and 4</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></ td><td width= 711 align= left valign= top >All of the above</td></tr></table>< table border= 0 width= 600 id= table1_2_13 ><tr><td width= 41 align= left va lign= top ><b>Q.14 </b></td><td width= 749 align= left valign= top colspan= 2 > An understanding of human behaviour can: <br>1. Assist the manager to develop a better realization of <br>how his own attitudes and behaviour play a part in <br>everyday affairs <br>2. Assist him to develop a keener sensitivity towards t he <br>other peop</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align = left valign= top >1, 2, 4 and 5</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3, 5 and 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >C) </b></td><td width= 711 align= left valign= top >1, 3, 5 and 6</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of t he above</td></tr></table><table border= 0 width= 600 id= table1_2_14 ><tr><td width= 41 align= left valign= top ><b>Q.15 </b></td><td width= 749 align= le ft valign= top colspan= 2 >R. Hoppock has made pioneering studies on job <br>s atisfaction and mentioned six factors as major <br>determinants of job satisfact ion, namely: <br>1. The manner in which the individual reacts to <br>unpleasant situations <br>2. The facility with which he</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b ></td><td width= 711 align= left valign= top >Except 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>B) </b></td><td width= 711 align= left valign= top >Except 4</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Except 6 </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= t op >Except 7</td></tr></table><table border= 0 width= 600 id= table1_2_15 ><tr ><td width= 41 align= left valign= top ><b>Q.16 </b></td><td width= 749 align = left valign= top colspan= 2 >The aims and objectives of discipline are: <br> 1. To obtain a willing acceptance of the rules, <br>regulations and procedures o f an organization <br>2. To impact an element of certainty despite several <br>d ifferences in informal behaviour patterns and ot</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3, 5, 6</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3, 4, 5, 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3, 4, 5, 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 ali gn= left valign= top >All of the above</td></tr></table><table border= 0 width = 600 id= table1_2_16 ><tr><td width= 41 align= left valign= top ><b>Q.17 </b ></td><td width= 749 align= left valign= top colspan= 2 > What are the cautio ns to be addressed in 360 <br>degree appraisal? <br>1. The first-line supervisor is often in the best position to <br>effectively carry out the full cycle of pe rformance <br>management: Planning, Monitoring, Developing, <br>Appraising,</td> </tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 alig n= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1 , 2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= lef t valign= top >5, 6 and 7</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 7

11 align= left valign= top >1, 3, 4 and 6</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >2, 5 and 7</td></tr></table><tabl e border= 0 width= 600 id= table1_2_17 ><tr><td width= 41 align= left valign = top ><b>Q.18 </b></td><td width= 749 align= left valign= top colspan= 2 >Wh ich of these points must be taken into <br>consideration for disciplinary action ? <br>1. An accurate statement of the disciplinary problem <br>2. List of partie s involved in the action <br>3. Selection of tentative penalties to be imposed < br>4. Choice </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= le ft valign= top >1, 2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td w idth= 711 align= left valign= top >2, 3, 4, 5 and 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>C) </b></td><td width= 711 align= left valign= top >1, 3, 4, 5 and 6</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_2_18 ><t r><td width= 41 align= left valign= top ><b>Q.19 </b></td><td width= 749 alig n= left valign= top colspan= 2 >Some of the causes that need to be considered for <br>Grievances are: <br>1. Promotions <br>2. Amenities <br>3. Continuity of Services <br>4. Fines <br>5. Increments <br>6. Acting Promotion <br>7. Superannu ation <br>8. Supersession <br>9. Victimization</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) < /b></td><td width= 711 align= left valign= top >1, 2, 3, 4 and 5</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >6, 7, 8 an d 9</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign = top >1, 2, 3, 4, 5 and 7</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 7 11 align= left valign= top >All of the above3</td></tr></table><table border= 0 width= 600 id= table1_2_19 ><tr><td width= 41 align= left valign= top ><b> Q.20 </b></td><td width= 749 align= left valign= top colspan= 2 >The followin g are the positive measures to be taken <br>to bring job satisfaction to the emp loyees and reconcile <br>individual interests with interests of the organization <br>1. Creation of whole jobs <br>2. Job enrichment <br>3. Building responsibil ity</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign = top >1, 2, 3, 5, 6 and 7</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 7 11 align= left valign= top >2, 3, 4, 5, 6 and 7</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C ) </b></td><td width= 711 align= left valign= top >1, 3, 4, 5 and 6</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_2_20 ><tr><t d width= 41 align= left valign= top ><b>Q.21 </b></td><td width= 749 align= l eft valign= top colspan= 2 >Forecasting is necessary for various reasons such <br>as: <br>1. The eventualities and contingencies of general <br>economic busin ess cycles (such as inflation, wages, <br>prices, costs and raw, material suppli es) have an <br>influence on the short- range</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </ b></td><td width= 711 align= left valign= top >1, 2, 3 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= to p >1, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</t d><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align=

left valign= top >All of the above</td></tr></table><table border= 0 width= 6 00 id= table1_2_21 ><tr><td width= 41 align= left valign= top ><b>Q.22 </b></ td><td width= 749 align= left valign= top colspan= 2 >List in rank order the following methods of <br>identifying training needs as per survey conducted by A . <br>D. Sinha: <br>1. Company and departmental plans <br>2. Views of training m anager <br>3. Performance appraisal <br>4. Views of the line manager <br</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2 , 3, 4, 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1, 2, 4, 3, 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 7 11 align= left valign= top >4, 3, 1, 2, 5</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >2, 1, 3, 4, 5</td></tr></table><t able border= 0 width= 600 id= table1_2_22 ><tr><td width= 41 align= left val ign= top ><b>Q.23 </b></td><td width= 749 align= left valign= top colspan= 2 >A characteristics of a good leader are: <br>1. Has foresight <br>2. Commands at tention and respect <br>3. Helps to achieve task objectives <br>4. Is sensitive to the task, people and environment <br>5. Builds team and becomes a model <br>6 . Has the abilit</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</t d><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3, 4 and 5</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><t d width= 711 align= left valign= top >1, 2, 4, 5 and 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4, 5 and 6</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top > All of the above</td></tr></table><table border= 0 width= 600 id= table1_2_23 ><tr><td width= 41 align= left valign= top ><b>Q.24 </b></td><td width= 749 a lign= left valign= top colspan= 2 >The steps in Selection Procedure include: < br>1. Initial or preliminary interview <br>2. Application blank or blanks <br>3. Check of references <br>4. Psychological tests <br>5. Employment interview <br> 6. Qualification tests <br>7. Physical examination</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> A) </b></td><td width= 711 align= left valign= top >Except 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>B) </b></td><td width= 711 align= left valign= top >Except 4</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Ex cept 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left val ign= top >Except 7</td></tr></table><table border= 0 width= 600 id= table1_2_2 4 ><tr><td width= 41 align= left valign= top ><b>Q.25 </b></td><td width= 749 align= left valign= top colspan= 2 >What does the source in 360 degree apprai sal <br>contribute? <br>1. The first-line supervisor is often in the best positi on to <br>effectively carry out the full cycle of performance <br>management: Pl anning, Monitoring, Developing, <br>Appraising, and Re</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td></tr ><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= l eft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >5, 6 and 7</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left vali gn= top >1, 3, 4 and 6</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >2, 5 and 7</td></tr></table><table border= 0 width= 6 00 id= table1_2_25 ><tr><td width= 41 align= left valign= top ><b>Q.26 </b></ td><td width= 749 align= left valign= top colspan= 2 >The advantages of Job E

valuation are: <br>1. It may thus help in removing inequities in existing <br>wa ge structures and in maintaining sound and <br>consistent wage differences in a plant or an industry <br>2. The method replaces accidental factors occur</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2 , 3 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 7 11 align= left valign= top >2, 3, 4 and 5</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >1, 3, 4 and 5</td></tr></table><t able border= 0 width= 600 id= table1_2_26 ><tr><td width= 41 align= left val ign= top ><b>Q.27 </b></td><td width= 749 align= left valign= top colspan= 2 >Which of the following points are worth-noting <br>about the motivation hygiene theory? <br>1. Job content and job context factors are discrete <br>aspects of work and are neither different points on the <br>same continuum nor different le vels in the moti</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</t d><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td widt h= 711 align= left valign= top >1, 2 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b ></td><td width= 711 align= left valign= top >1, 2 and 4</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</ td></tr></table><table border= 0 width= 600 id= table1_2_27 ><tr><td width= 41 align= left valign= top ><b>Q.28 </b></td><td width= 749 align= left valign = top colspan= 2 >The advantages of on-the-job training are: <br>1. This method is properly organized and supervised <br>2. It is highly economical since no ad ditional personnel <br>or facilities are required for training <br>3. The traine e learns the rules, regulations an</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3, 4 and 6</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1, 3, 4, 5 and 6</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 i d= table1_2_28 ><tr><td width= 41 align= left valign= top ><b>Q.29 </b></td><t d width= 749 align= left valign= top colspan= 2 >The set of assumptions about the nature of man <br>which influenced manager behaviours are: <br>1. The expen diture of physical and mental effort in work <br>is as play or rest <br>2. Exter nal control and threat of punishment are not the <br>only means for</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left va lign= top >1, 2, 4, 5 and 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4, 5 and 6</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></t able><table border= 0 width= 600 id= table1_2_29 ><tr><td width= 41 align= le ft valign= top ><b>Q.30 </b></td><td width= 749 align= left valign= top cols pan= 2 >The important factors which have a bearing on <br>employees morale are: < br>1. The employees background <br>2. Type of personality <br>3. An employees pers onal environment <br>4. Management practices <br>5. Policies on procedures with

respect to wages </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align = left valign= top >1, 2, 3, 4 and 6</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td>< td width= 711 align= left valign= top >1, 3, 4, 5 and 6</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Al l of the above</td></tr></table><br><br>