a. Judicial ![]() |
||
b. Civil service ![]() |
||
c. Congress ![]() |
||
d. Executive branch ![]() |
a. bureaucratic. ![]() |
||
b. politically neutral. ![]() |
||
c. being associated with private groups. ![]() |
||
d. having a legislative function. ![]() |
a. maintaining law and order. ![]() |
||
b. providing more services and amenities. ![]() |
||
c. collecting revenue and taxes. ![]() |
||
d. dispensing justice. ![]() |
a. Public administration is a part of the political process. ![]() |
||
b. Public administration covers all branches of government. ![]() |
||
c. Public administration covers the administrative functions related to the executive branch. ![]() |
||
d. Public administration is associated with numerous public sector groups. ![]() |
a. Impersonal order ![]() |
||
b. Rationality in decision-making ![]() |
||
c. Bounded rationality ![]() |
||
d. Empiricism ![]() |
a. Inclusion of the visible side of government ![]() |
||
b. Inclusion of the functions of the executive – planning, organizing, staffing, directing, coordinating, reporting, and budgeting (POSDCORB) ![]() |
||
c. An emphasis on the effects of the environment on administrative behavior ![]() |
||
d. A focus on the dynamics of administration ![]() |
a. The discipline was widened to include policy issues and decision-making processes. ![]() |
||
b. There was a crisis of identity in public administration as a discipline. ![]() |
||
c. There was a specific focus on the dynamics that were unique to administration. ![]() |
||
d. The “science” of administration gained greater credibility. ![]() |
a. Equity ![]() |
||
b. Economy ![]() |
||
c. Effectiveness ![]() |
||
d. Efficiency ![]() |
a. The claim of public administration as a science is challenged. ![]() |
||
b. The principles of public administration are expanded on. ![]() |
||
c. Public administration is viewed as an interdisciplinary issue. ![]() |
||
d. This phase is a period of dichotomy. ![]() |
a. Social welfare ![]() |
||
b. Public personnel administration ![]() |
||
c. Legislative ![]() |
||
d. Financial ![]() |
a. Public personnel management ![]() |
||
b. Political functions ![]() |
||
c. Organizational theory ![]() |
||
d. Behavioral theory ![]() |
a. Transparency of operations ![]() |
||
b. Effective service delivery system ![]() |
||
c. Diverse funding resources ![]() |
||
d. Skilled workforce ![]() |
a. Public administration is the basis of government. ![]() |
||
b. Public administration is the instrument of change in society. ![]() |
||
c. Public administration formulates public policy. ![]() |
||
d. Public administration is a part of the political process. ![]() |
a. The general public holds public organizations accountable, donors hold nonprofit organizations accountable, and owners hold private sector organizations accountable. ![]() |
||
b. Investors hold public organizations accountable, taxpayers hold nonprofit organizations accountable, and customers hold private sector organizations accountable. ![]() |
||
c. The general public holds public organizations accountable, lenders hold nonprofit organizations accountable, and customers hold private sector organizations accountable. ![]() |
||
d. Investors hold public organizations accountable, taxpayers hold nonprofit organizations accountable, and stockholders hold private sector organizations accountable. ![]() |
a. The average human being has an inherent dislike of work and will avoid it, if he can. ![]() |
||
b. The average person learns, under proper conditions, not only to accept but to seek responsibility. ![]() |
||
c. The average person prefers to be directed. ![]() |
||
d. The average person is unambiguous and desires security above everything else. ![]() |
a. The university was correct in questioning the diversity officer’s ability to perform his job. ![]() |
||
b. The university was incorrect, because its actions infringed upon the diversity officer’s First Amendment right to free speech. ![]() |
||
c. The university was incorrect, because it failed to provide the proper training on university policies and the consequences of employee violations. ![]() |
||
d. The university was correct in disciplining a public employee for engaging in political activities. ![]() |
a. The president has great leeway in reorganizing the federal government. ![]() |
||
b. The president has created new advisory bodies and appointed staff people who are personally loyal to the person holding the office of president. ![]() |
||
c. The president has expansive authorities in dictating federal spending. ![]() |
||
d. Personnel in the executive office of the president may act independent of, without regard for, and without accountability to Congress. ![]() |
a. more measured public policies created through compromise and public debate. ![]() |
||
b. the inclusion of dissenting and different ethnic, cultural, and racial minority viewpoints in policy decisions. ![]() |
||
c. uniformity in policy making processes across states. ![]() |
||
d. a cohesive system of checks and balances. ![]() |
a. federal and state government relations. ![]() |
||
b. federal, state, and local government relations. ![]() |
||
c. state and local government relations. ![]() |
||
d. interstate government relations. ![]() |
a. less federal regulation, expanded state authority over social programs, and greater citizen participation. ![]() |
||
b. distribution of more federal money, expanded targeted assistance, and federal entanglement in state policies. ![]() |
||
c. privatization of services, expanded government contracting, and increased incentives for small business financing. ![]() |
||
d. a whole-of-government perspective in developing tax proposals and an increase of the national debt. ![]() |
a. search and seizure cases. ![]() |
||
b. immigration cases. ![]() |
||
c. bankruptcy cases. ![]() |
||
d. employment discrimination cases. ![]() |
a. divert funds from local government to the federal government. ![]() |
||
b. subject a state’s control over its own citizens to oversight by either the federal judiciary or Congress. ![]() |
||
c. expand the powers of local governments. ![]() |
||
d. focus of the rights of the individual. ![]() |
a. state and local governments have no role in developing the policies or their enforcement. ![]() |
||
b. the policies are an unfair imposition of the national government on smaller governments. ![]() |
||
c. the imposition of mandates may displace other state and local government priorities. ![]() |
||
d. federal regulations set inflexible timelines. ![]() |
a. individuals and businesses may engage in marijuana-related activities that are authorized by the state in which they live. ![]() |
||
b. the passage of medicinal marijuana laws affirm the states’ right to pursue policies that deviate from those advanced by the federal government. ![]() |
||
c. compliance with state medical marijuana law does not provide a defense against prosecution brought under federal law. ![]() |
||
d. recreational marijuana use is also decriminalized. ![]() |
a. II only ![]() |
||
b. II and IV ![]() |
||
c. I and III ![]() |
||
d. I only ![]() |
a. Centralization ![]() |
||
b. Dual federalism ![]() |
||
c. Devolution ![]() |
||
d. Cooperative federalism ![]() |
a. Collaborative Policymaking: How Everyone Can Benefit ![]() |
||
b. The New Progressive Federalism ![]() |
||
c. To Make Government Work, Go Local ![]() |
||
d. Elevating the Role of the State ![]() |
a. Most citizens are actively engaged in local political activities. ![]() |
||
b. The solution to federal government inaction is to disempower the national elites who think they have all of the answers. ![]() |
||
c. Politics at the national level do not reflect the interests of the individual citizen. ![]() |
||
d. A federalist compromise would make America a happier, more prosperous country. ![]() |
a. It needs re-tooling. ![]() |
||
b. Citizens are not happy with the policies imposed at the federal level. ![]() |
||
c. Local governments can be effective in enacting policies that protect national interests. ![]() |
||
d. Citizen-enacted policies may be more responsive to citizens’ needs. ![]() |
a. Pre-clearance unjustifiably violates state and local governments’ constitutional prerogative to regulate elections within their borders. ![]() |
||
b. Times change, and the law has run its course. ![]() |
||
c. Current conditions, not history alone, must justify continuing application of the law. ![]() |
||
d. The Supreme Court has become more of a political agent as evidenced by both its selection of issues to review and decisions of cases along ideologically predictable lines. ![]() |
a. Dual federalism phase (1865–1901) ![]() |
||
b. Cooperative federalism phase (1901–1960) ![]() |
||
c. Creative phase (1960–1968) ![]() |
||
d. Contemporary phase (1970–present) ![]() |
a. The organizational structure and set of regulations that control the activities of people who work in large organizations ![]() |
||
b. The division of responsibilities, hierarchy, and informal networks that connect organizations ![]() |
||
c. The intricate distribution of authority and patterns of cooperation present in interpreting and executing policies ![]() |
||
d. All of these answers ![]() |
a. All American citizens are free. ![]() |
||
b. There is equal protection under the law for all. ![]() |
||
c. Men and women over the age of 18 have the right to vote. ![]() |
||
d. All of these answers ![]() |
a. Block grant ![]() |
||
b. Projection grant ![]() |
||
c. Categorical grant ![]() |
||
d. Mandated grant ![]() |
a. Bock grants ![]() |
||
b. Formula grants ![]() |
||
c. Neighborhood grants ![]() |
||
d. Mandated grants ![]() |
a. Federal government powers have been greatly expanded during times of national crisis: the Civil War, World War I and II, the Great Depression, and after September 11, 2001. ![]() |
||
b. Federal funding, available to states and localities through grants-in-aid, has been the single most significant factor in bringing about planned federal-state collaboration. ![]() |
||
c. Cooperative federalism focuses on federal and state agencies synchronizing program budgets, rather than pursing separate objectives. ![]() |
||
d. As unrestricted funds, federal general revenue sharing had greater economic rather than political impact at the state and local levels. ![]() |
a. Job performance evaluations and paid and unpaid leave ![]() |
||
b. Collective bargaining and sick leave ![]() |
||
c. Political coercion and retaliations ![]() |
||
d. Family leave and equal employment opportunities ![]() |
a. Ethnic slurs ![]() |
||
b. Offhand comments ![]() |
||
c. Physical conduct ![]() |
||
d. Derogatory comments ![]() |
a. have more education. ![]() |
||
b. are employed in management, professional, and related occupations. ![]() |
||
c. enjoy greater union coverage for most occupations. ![]() |
||
d. tend to be younger. ![]() |
a. the creation of a grievance system for prospective public employees. ![]() |
||
b. more public support for patronage jobs. ![]() |
||
c. employee recruitment and hiring based upon merit. ![]() |
||
d. a stable federal, state, and local government workforce. ![]() |
a. They may engage in political activity while on duty. ![]() |
||
b. They may use their official authority to intervene in an election. ![]() |
||
c. They may be candidates for public office in nonpartisan elections. ![]() |
||
d. They may wear political buttons while on duty. ![]() |
a. Acknowledgement that the company openly discriminated prior to 1964. ![]() |
||
b. No law prohibits an employer’s use of testing or measuring procedures. ![]() |
||
c. An employee with minority origins should receive preferential treatment. ![]() |
||
d. Any test used must measure the person for the job and not the person in the abstract. ![]() |
a. Inalienable rights given to management, employees, and the union ![]() |
||
b. The creation of an agency or office to supervise the process ![]() |
||
c. Equal rights for women and minorities ![]() |
||
d. Determination as to who will be included on the bargaining unit ![]() |
a. Expanding the hiring preferences for people with disabilities ![]() |
||
b. Recruiting personnel from a heterogeneous, qualified group of applicants ![]() |
||
c. Creating a team culture in the organization ![]() |
||
d. Encouraging telework, flexi-place, and employee wellness programs ![]() |
a. an organization makes a decision about job assignments based upon pregnancy. ![]() |
||
b. an organization takes academic credentials and testing into consideration. ![]() |
||
c. an organization avoids choosing the oldest worker, because he or she may be less productive. ![]() |
||
d. an organization conducts pre-employment inquires about disability. ![]() |
a. Equal pay ![]() |
||
b. Political loyalty ![]() |
||
c. Job requirements ![]() |
||
d. Nepotism ![]() |
a. Management and labor should meet and, in good faith, negotiate such matters as wages, hours, etc. ![]() |
||
b. Management and labor should agree to share responsibility for administering the provisions of a contract. ![]() |
||
c. Local governments determine bargaining in some states. ![]() |
||
d. Management should produce a contract without a specified duration, because government managers can still act unilaterally on behalf of employees. ![]() |
a. A woman became an astronaut because of NASA’s affirmative action program. ![]() |
||
b. The US government successfully recruited low-income people from the Appalachian region because of affirmative action programs. ![]() |
||
c. Native Americans secured employment on federal highway construction projects because of affirmative action programs. ![]() |
||
d. Women and ethnic minorities have gained access to skilled labor apprentice programs in large federal construction projects because of affirmative action programs. ![]() |
a. Subordinates’ loyalty ![]() |
||
b. Merit principles ![]() |
||
c. Individuals’ expertise ![]() |
||
d. Employee competence ![]() |
a. The influence of a union’s success ![]() |
||
b. The spoils system’s success ![]() |
||
c. Paper intensive accomplishments and the organization’s success ![]() |
||
d. Individual performance and the organization’s success ![]() |
a. Affirmative action ![]() |
||
b. Equal employment opportunity ![]() |
||
c. Diversity guidelines ![]() |
||
d. Americans with disabilities ![]() |
a. experiences that satisfy and dissatisfy people in the work place. ![]() |
||
b. the need for achievement, power, and affiliation. ![]() |
||
c. the relationships among effort, performance, and eventual outcomes. ![]() |
||
d. the need for managers to constantly watch over their employees to motivate them. ![]() |
a. earn lots of money. ![]() |
||
b. serve the public interest. ![]() |
||
c. be elected to public office. ![]() |
||
d. influence market outcomes. ![]() |
a. creating a timeline between projects. ![]() |
||
b. altering the person’s inputs. ![]() |
||
c. embracing a results-driven outcome. ![]() |
||
d. altering expectations. ![]() |
a. Prime theory ![]() |
||
b. Content theory ![]() |
||
c. Humanistic theory ![]() |
||
d. Adaptive theory ![]() |
a. Redevelopment of former military bases to create residential and commercial mixed-use communities ![]() |
||
b. A local tax-payer funded program that provides a $500 monthly housing voucher for teachers, police, and firefighters to help them live in the city ![]() |
||
c. Investing in capital improvements to maintain roads, bridges, sewers, etc. ![]() |
||
d. Tax credits to encourage a big-box store to relocate to the local area ![]() |
a. An apolitical civil service ![]() |
||
b. Hierarchy and rules ![]() |
||
c. Permanence and stability ![]() |
||
d. All of these answers ![]() |
a. Motivation engages two opposing forces. ![]() |
||
b. Motivation determines what we actually do. ![]() |
||
c. Motivation communicates our intents. ![]() |
||
d. Motivation provides situational feedback. ![]() |
a. Reward individual performance with perks. ![]() |
||
b. Work to integrate the company’s needs with its employees’ love of learning. ![]() |
||
c. Encourage a team approach to carrying out assignments. ![]() |
||
d. Constantly watch over their employees to motivate them. ![]() |
a. Inclusiveness ![]() |
||
b. Accountability ![]() |
||
c. Regionalism ![]() |
||
d. Politics ![]() |
a. Flexible working conditions and the promotion of contractual opportunities ![]() |
||
b. A centralized command structure and task specialization ![]() |
||
c. Aligning public sector activities to private sector market conditions ![]() |
||
d. Public agencies publicizing their activities and its performance results on a regular basis ![]() |
a. The development of managerial talent and managerial teamwork in organizations ![]() |
||
b. Theory X and theory Y ![]() |
||
c. Charismatic authority ![]() |
||
d. Decision-making ![]() |
a. The employee always arrives to work on time, but never works overtime and has a record of frequent Monday and/or Friday absences. ![]() |
||
b. The employee performs his job and regularly scores acceptable ratings on his annual performance reviews but can never be counted on to go above and beyond. ![]() |
||
c. The employee never volunteers for a project but always meets the deadline on any assigned project. ![]() |
||
d. The employee shows up and enthusiastically works on her PC all day but has been caught more than once working on her social network sites. ![]() |
a. The job title ![]() |
||
b. The recognition ![]() |
||
c. The salary ![]() |
||
d. Direct engagement ![]() |
a. greater operational control. ![]() |
||
b. greater program accountability. ![]() |
||
c. greater management control. ![]() |
||
d. greater funding availability. ![]() |
a. Individual and corporate revenue ![]() |
||
b. Inheritance and estate revenue ![]() |
||
c. User fees ![]() |
||
d. Social security wages ![]() |
a. corporate leaders ![]() |
||
b. bureaucrats ![]() |
||
c. politicians ![]() |
||
d. judges ![]() |
a. New performance budgeting ![]() |
||
b. A balanced budget amendment ![]() |
||
c. Supply side economics ![]() |
||
d. A planning-programming-budgeting system ![]() |
a. Fuel taxes ![]() |
||
b. Property taxes ![]() |
||
c. Sales taxes ![]() |
||
d. Licenses ![]() |
a. The Office of Management and Budget reviews and approves all agency communications with Congress, including testimony and draft bills. ![]() |
||
b. The Office of Management and Budget oversees agency performance and procurement. ![]() |
||
c. The Office of Management and Budget controls the activities involved in filling key administrative positions. ![]() |
||
d. The Office of Management and Budget issues executive orders and presidential memoranda to agency heads and other officials. ![]() |
a. Biannual budgets ![]() |
||
b. Zero-based budgeting ![]() |
||
c. Civil service reform ![]() |
||
d. A planning-programming-budgeting system ![]() |
a. Public hearings ![]() |
||
b. Governor’s budget request ![]() |
||
c. Legislature adoption ![]() |
||
d. Governor signs or vetoes ![]() |
a. Public program expenditures ![]() |
||
b. Capital gains ![]() |
||
c. Capital expenditures ![]() |
||
d. Debt servicing ![]() |
a. Defense spending ![]() |
||
b. Social security ![]() |
||
c. Home mortgage deduction ![]() |
||
d. GI bill ![]() |
a. The federal budget establishes the cost of programs. ![]() |
||
b. The federal budget provides criteria for evaluation. ![]() |
||
c. The federal budget dictates capital spending and operating activities. ![]() |
||
d. The federal budget sets spending limitations. ![]() |
a. Property taxes ![]() |
||
b. Individual income taxes ![]() |
||
c. Intergovernmental transfers ![]() |
||
d. User fees/charges ![]() |
a. Budgets reflect a rational decision-making process. ![]() |
||
b. Budgets reflect the political issues of the moment. ![]() |
||
c. Budgets are statements about management priorities. ![]() |
||
d. Budgets are a means of forecasting expenditures. ![]() |
a. Zero-based budgeting greatly hinders program consistency. ![]() |
||
b. Zero-based budgeting may increase the time and expense of preparing a budget. ![]() |
||
c. Zero-based budgeting makes budget discussions more substantive during review sessions. ![]() |
||
d. Zero-based budgeting will reduce the entitlement mentality with respect to cost increases. ![]() |
a. Setting a vision for the future ![]() |
||
b. Assessing where an organization is currently ![]() |
||
c. Measuring to evaluate progress ![]() |
||
d. All of these answers ![]() |
a. CFR ![]() |
||
b. GAO ![]() |
||
c. AMT ![]() |
||
d. EPRI ![]() |
a. linking goals and program cost-benefits. ![]() |
||
b. planning for long-term needs while achieving cost savings. ![]() |
||
c. deciding who gets what, when, and how in society. ![]() |
||
d. coordinating and controlling budget line-items. ![]() |
a. Program planning systems can be a time consuming process that does not translate easily from agency to agency. ![]() |
||
b. Only preliminary evaluation is possible, because change implementation requires five years. ![]() |
||
c. Program planning systems can be helpful in measuring how far objectives are achieved economically. ![]() |
||
d. Program planning systems provide regular procedures for reviewing goals and objectives. ![]() |
a. 6 year period; 3 years ![]() |
||
b. 5 year period; 1 year ![]() |
||
c. 2 year period; 1 year ![]() |
||
d. 10 year period; 2 years ![]() |
a. Control operations and changes to performance objectives. ![]() |
||
b. Integrate parts into a whole. ![]() |
||
c. Train staff to sell and deliver the product. ![]() |
||
d. Stick to the evidence, and use multiple methods. ![]() |
a. The number of applications received ![]() |
||
b. The number of tickets issued ![]() |
||
c. The number of personnel hours used ![]() |
||
d. The number of students enrolled ![]() |
a. Identify most relevant issues under each SWOT factor. ![]() |
||
b. Identify items to be eliminated from the budget. ![]() |
||
c. Prepare operational, resource, and project plans for implementation. ![]() |
||
d. Conduct research to document assumptions. ![]() |
a. Conduct focus groups with employees to elicit information on their knowledge and interests. ![]() |
||
b. Initiate employee suggestion/rewards system. ![]() |
||
c. Solicit new ideas that might produce immediate changes/improvements. ![]() |
||
d. Provide flexibility in how employees complete their work. ![]() |
a. The performance measures apply to most agency programs. ![]() |
||
b. Program data collection/outcome planning supports budget planning processes. ![]() |
||
c. Budgetary caps are effective guidelines to shape program objectives. ![]() |
||
d. Program measures were not effective in both shaping program improvements and informing budget allocations. ![]() |
a. II and III ![]() |
||
b. II and IV ![]() |
||
c. I and III ![]() |
||
d. I and IV ![]() |
a. Sample, weigh, optimize, train ![]() |
||
b. Strengths, work-plan, objectives, timing ![]() |
||
c. Strengths, weaknesses, opportunities, threats ![]() |
||
d. Set goals, work-plan, objectives, timing ![]() |
a. Having committed organizational leaders ![]() |
||
b. Determining the most effective allocation and use of resources ![]() |
||
c. Setting challenging goals ![]() |
||
d. Setting a timeline for implementation ![]() |
a. Impact evaluation ![]() |
||
b. Process/implementation evaluation ![]() |
||
c. Outcome evaluation ![]() |
||
d. Cost-benefit/cost effectiveness analyses ![]() |
a. Assessing the results of previous activities compared to expectations ![]() |
||
b. Planning that relies heavily on an organization’s “capacity” ![]() |
||
c. Both A and B ![]() |
||
d. None of these answers ![]() |
a. Ambiguous plan goals may lead to misinterpretation of the desired outcomes. ![]() |
||
b. Focus your strategic plan goals to avoid overloading your plan with more than you can accomplish. ![]() |
||
c. Strategic plans break down when they fail to identify who will be responsible for executing specific tasks. ![]() |
||
d. Your strategic plan should be integrated into your operational plan. ![]() |
a. the belief that nothing would be done to correct the activity. ![]() |
||
b. the fear of reprisals. ![]() |
||
c. the fear of being labeled a traitor. ![]() |
||
d. the fear of being accused of stepping outside of the internal chain of command. ![]() |
a. determining which ethical principles and values are involved. ![]() |
||
b. determining the most ideal outcome. ![]() |
||
c. defining the problem. ![]() |
||
d. determining which decision to make. ![]() |
a. it represents a person’s understanding of why an action might be harmful to public interests. ![]() |
||
b. it encourages employers to make administrative activities more efficient and effective. ![]() |
||
c. it prevents abuse of authority. ![]() |
||
d. it reinforces self-regulation. ![]() |
a. Create agency cultures that make it clear that management wants to stop wrongdoing. ![]() |
||
b. Provide legal protections for whistleblowers that experience actual retaliation or threats of retaliation. ![]() |
||
c. Expand efforts to create transparency in program activities. ![]() |
||
d. Avoid agency cultures that make it clear that management wants to stop wrongdoing. ![]() |
a. Partiality ![]() |
||
b. Honesty ![]() |
||
c. Transparency ![]() |
||
d. A system to monitor and control the quality of government activities ![]() |
a. People should honor their obligations and duties. ![]() |
||
b. The choice that yields the greatest benefit to the most people is the ethically correct choice. ![]() |
||
c. The rights set forth by a society should be considered ethically correct and valid since the majority of the population endorses them. ![]() |
||
d. A person should be judged by his character rather than by an action that may deviate from his normal behavior. ![]() |
a. Slot machines ![]() |
||
b. Local lottery ![]() |
||
c. Liquor licenses for grocery stores ![]() |
||
d. Rezoning of wetlands and parklands for commercial development ![]() |
a. Do not engage in financial transactions using nonpublic government information or allow the improper use of such information to further any private interest. ![]() |
||
b. Promote the interests of the public and put service to the public above service to oneself. ![]() |
||
c. Employees shall not engage in outside employment or activities, including seeking or negotiating for employment, that conflict with official government duties and responsibilities. ![]() |
||
d. Disclose waste, fraud, abuse, and corruption to appropriate authorities. ![]() |
a. The descriptive task ![]() |
||
b. Identifying alternative courses of action ![]() |
||
c. Projecting the possible consequences ![]() |
||
d. All of these answers ![]() |
a. A newspaper columnist writes a story reporting accounting fraud committed by city contractor. ![]() |
||
b. An office administrator inflates the numbers in her official monthly reports. ![]() |
||
c. An employee notifies OSHA that a trucking company requires its employees to drive in excess of OSHA’s hours-of-service regulations. ![]() |
||
d. After having exhausted all internal reporting options, a former employee drops the issue once he switches jobs. ![]() |
a. Concern for the well-being of others ![]() |
||
b. Courage in fighting injustice ![]() |
||
c. Respect for the Constitution and other laws ![]() |
||
d. All of these answers ![]() |