Chapter 3 Exam Prep Behavioural Models - Test Bank | Leadership Perspectives 3e Roe by Kevin Roe. DOCX document preview.
Chapter3
Type:true-false | |||
Title:Behavioural Models | |||
1) | In identifyingleadership skills, theBehavioural Theorists profess that efficient leaders canlearn these behaviours by appropriate developmentalprogrammes such as training courses androle modelling. | ||
a.# | True | Theleader’s efficacy comes from their ability to resolve organizational challenges by deploying a set of skills, demonstrating behaviours, and acting according to a pre-deter-mined set of competencies, such as ‘leading change’ as determined by Mumford et al, 2000 which might be learned or nurtured as opposed to Trait Theory which suggests leaders are born. Page reference:43-44 | |
In | b.# | False | The definition relates to the citations of the work of Mumford et al, 2000 within the main text and reflects the thinking around learning how to be an efficient leader as a standardised approach. Page reference:43-44 |
END OF QUESTION | |||
Type:Multiple Choice | ||
Title:Early Behaviourists | ||
2) | Which statement is the most accurate reflection of Watson’s ideas of leadership? | |
In | a.# | Stating that by first identifying a set of traits or styles that reflect ‘leadershipneeds’, a prospective leader could study these and, with practice, develop behaviours to match. |
This suggests that traits are inherent to behaviourism which is . The Trait or Skills school of thought lies with the nature argument rather than the nurturing of employees to develop leadership competenciesand this response mixes the two termsso is. Page reference:44-45 | ||
b.# | States that anyonecould be trained and coached to act, think, and behave according to a prescribed model of behaviour regardless of their individual propensities | |
This reflects the approach of Watson’s nurture theories that any individual could be trained or developed. Page reference:44-45 | ||
In+ | c.# | Stated everyone could be trained or coached to act, think, but individuals behave according to a prescribed model of behaviour based upon their individual propensities |
This response refers to individual propensities and is a contradiction in its wording since it suggests everyone can be trained or coached, which is aligned to Watson’s thinking but that their behaviour will be dependent upon their individual traits. As such this response muddles the two schools of nature and nurture and is . Page reference:44-45 | ||
In | d.# | States that not everyonecould be trained or coached to act, think, but behaves according to a prescribed model of behaviour based upon their individual propensities |
This response refers to individual propensities so it is reflective of Trait Theory or Nature argument/Great Man rather than the nurture model that Watson progressed in terms of leadership development. Page reference:44-45 | ||
END OF QUESTION | ||
Type:Multiple Choice | ||
Title:FoundationPrinciples | ||
2) | Operant or Classical Conditioning reflectearlyapproachestowards changing behaviour. Whichdescription ly describesresearch intoOperant Conditioning? | |
a.# | Thorndike (1874–1949), who observed the behaviour of cats trying to escape from homemade puzzle boxes. | |
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b.# | Pavlov’s (1960) experiment with dogs | |
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c.# | Skinner’s (1953) approach to conditioning based on reinforcement, punishment, and extinction | |
Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behaviour. Page reference:45-46 | ||
d.# | Pollitt’s article (2010) example of how training and development can develop leadership skills. | |
Page reference:45-46 | ||
END OF QUESTION | ||
Type:true-false | |||
Title:Foundation Principles | |||
4) | Classical conditioning is a technique used in behavioural training in which a naturally occurring stimulus is paired with a response. | ||
a.# | True | This reflects the definition provided within the text andrelates to the two major types of conditioning, Classical Conditioning and Operant Conditioning Page reference:45-46 | |
In | b.# | False | The question providesa standard definition within Chapter 3.Itintroduces the founding principles of behaviourism in terms of the conditioning of the individual to learn how to progress their competencies.Therefore,the choice of false reflects that the nature of behaviourism has been misunderstood and it would be beneficial to review the definition within the chapter text. Page reference:45-46 |
END OF QUESTION | |||
Type:Multiple Choice | ||
Title:Leadership Behaviours | ||
5) | Katz (1955) proposed a model that had three basic developable skills—technical, human, and conceptual. Whichisthe best description ofKatz’sidentification of what a leader needs to accomplish rather than a manager? | |
a.# | Technical skills demand the leader to understand how the individual sits within their work role and what they will need to do to apply their skills relative to the human needs of the organisation. | |
This response muddles human needs and technical skills.Therefore,it does not meet the developable skills identified by Katz’s model. Technical skills are identified in the text as the ability to grasp the technical knowledge of their specialism (for example, as accountant or surgeon). Page reference:46-47 | ||
b.# | Conceptual skills needed mean that the leader will be able to work with people, both superiors and subordinates,who may have knowledge of how the organisation works. | |
This response provides an explanation of Conceptual Skills butthis ismuddled withhuman needsrather than providing the definition forConceptual skills. Itsuggests that others understand how the organisation works rather than this being understanding that the leader possesses. Page reference:46-47 | ||
c.# | Technical Skills allow the leader to be able to work with people, both superiors and subordinates such as an accountant or a surgeon as these workers will be able to have knowledge of how the organisation works. | |
This response provides an explanation of Technical skills as using the example of the accountant or surgeon. However, it refers to theleader’sskills as working with those who have Technical Skills and knowledge of the organisation rather the leader having Technical Skills or Conceptual Skills which allow them to understand how the organisation works. Page reference:46-47 | ||
d.# | Conceptual skills needed mean the leaderwill be able to understand in a broad sense how the organization works together, both internally and externally. | |
This reflects the definition provided within the text in explanation of the purpose of Conceptual skills identified by Katz in his model of3basic developmental skills. Page reference:46-47 | ||
END OF QUESTION | ||
Type:true-false | |||
Title:The 7 Habits of Highly Effective People | |||
6) | With many books being written that purport to aid the reader with their ‘skills’ potentially anyone could become a ‘leader’ simply by attending a course, being mentored, and role modelling an existing leader. Is it true that Covey’s (1989) popular The 7 Habits of Highly Effective People might depict this fashionable approach—follow this recipe and you will improve? | ||
a.# | True | Challenge, adopts a similar stance Page reference:43-44 | |
In | b.# | False | The approach suggests that by first identifying a set of skills and behaviours that reflect ‘leadership’, a prospective leader could study these and, with practice, develop behaviours to match.Therefore,thatanyone could become a ‘leader’ simply by attending a course, being mentored, and role modelling an existing leader. Page reference:43-44 |
END OF QUESTION | |||
Type:Multiple Choice | ||
Title:What are ‘Leadership Behaviours’? | ||
7) | Mintzberg used an empirically-based methodology to see how ‘modern’ executives carried out their roles. From ten main activities, he broadly categorised three roles: interpersonal, information processing and decision making. Which provides the best match to the observations of the manager’s activities? | |
a.# | The Figurehead - theLeader has to work between as formal trade unions or other functional departments to produce the best outcome for the organization | |
Page reference:46-47 | ||
Correct | b.# | TheDisseminator will bepassing down of gathered information to subordinates. |
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c.# | The Entrepreneuruses legitimate authority,thismanager will oversee the essential elements within the enterprise | |
Page reference:46-47 | ||
d.# | Resource allocatoris transmitting information about the organization to its external stakeholders also internally by reporting to a board. | |
Page reference:46-47 | ||
END OF QUESTION | ||
Type:Multiple Choice | ||
Title:Blake and Mouton’sManagerial Grid | ||
8) | In the development of their Managerial Grid, Blake and Mouton (1964) identified two fundamental drivers of managerial behaviour. Which best reflects at least one of the classical drivers that they identified? | |
Correct | a.# | Concern for getting the job done is a Task Focussed approach |
Page reference:51-52 | ||
b.# | The achievement of goals and objectives through production is a concern for the people doing the work | |
Page reference:51-52 | ||
Incorrect | c.# | The needs of those engaged in production (people) |
Page reference:51-52 | ||
d.# | An excessive concern to avoid conflict and maintain good relationships is a Relationship Approach | |
Whilst a concern for the people doing the work reflects the relationship approach, it is the plotting of the level of concern for the people which depicts the nature of the relationship approach.Therefore,it is the not best response reflecting the classical drivers applied within the Managerial Grid. Page reference:51-52 | ||
END OF QUESTION | ||
Type:true-false | |||
Title:Action Centred Leadership | |||
9) | Adair’s (1973) Action Centred Leadership, proposes three principal considerations a leader needs to address if they are to be successful. These arepersonality, skills or strengths needs. | ||
In | a.# | True | Adair’s Action Centred Leadership is based upon the central tenets of categorisingthe Headline Functions of Task, Team and Individual as principal considerations. Page reference:53-56 |
b.# | False | The listing of personality, skills or strengths needs are false as these are examples of the sub-tasks that the leader must understand of the about the individual team members. See the table 3.1 to identify the categorisation of principal considerations by Adair and the sub-tasks illustrated. Page reference:53-56 | |
END OF QUESTION | |||
Type:Multiple Choice | ||
Title:Toxic Leadership | ||
10) | Toxic Leadershipis exhibited by destructive behaviour and/or dysfunctional personal characteristics (that) generate a serious and enduring poisonous effect on the individuals, families, organizations, communities.Through review of Kellerman’s seven descriptors (2004) consider which response provides the best explanation of the negative aspects of this leadership approach. | |
a.# | By being insular,the leader attempts to maximise the health and welfare of those outside their in-group thus creating powerful actions within the organisation. | |
Whilst this response lifts some of the explanations of the Insular categorisation, in its explanation it provides a more virtuous explanation by identifying the leadership approach as a positive leadership descriptor. Page reference:59-61 | ||
b.# | By being incompetent,the leader is set in their ways. Although they mayhavebeencompetent, they are unable or unwilling to adapt to new ideas, new information, or changing times. | |
This response mixes Incompetent leadership with the description of Rigid Leadership characteristics. By making references to competence this may appear to be a Toxic approach but the explanation is not consistent with thedescriptor provided for Incompetent Leadership. Page reference:59-61 | ||
c.# | The leader is callous by being caring or kind. The leader chooses to ignore the emotional needs of their followers discounting these as strengths | |
This response is muddled. It is contradictory in the assertion that the leader is callous whilst describing them as caring or kind. It further considers emotional needs as strengths which are to be ignored. This is counter to the description of the Callous Leader who is uncaring or unkind and considers emotional needs as weaknesses. Page reference:59-61 | ||
d.# | The leader lacks self-control and is aided and abetted by followers who are unwilling or unable to effectively intervene, for example when the leader explodes in an angry outburst | |
Choice Dis the choice as it takes the explanation directly from Kellerman’s (2004) seven different types. Page reference:59-61 | ||
END OF QUESTION | ||