Leadership Test Questions & Answers Chapter 11

Exploring Management, 7e (Schermerhorn)

Chapter 11 Leadership

1) ________ is the process of inspiring others to work hard to accomplish important tasks.

A) Controlling

B) Planning

C) Leadership

D) Organizing

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

2) Of the four functions that make up the management process, which of the following brings together the resources to turn plans into action?

A) Planning

B) Organizing

C) Leading

D) Controlling

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

3) Of the four functions that make up the management process, ________ sets the direction and objectives.

A) planning

B) organizing

C) leading

D) controlling

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

4) ________ builds the commitment and enthusiasm that allows people to apply their talents to accomplish goals.

A) Planning

B) Organizing

C) Leading

D) Controlling

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

5) The ability to get someone else to do something that you want done is called ________.

A) authority

B) power

C) bullying

D) drive

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

6) ________ power achieves influence by offering something of value.

A) Legitimate

B) Coercive

C) Reward

D) Expert

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

7) Kaola's manager has told her that if she can complete her project on time, she will get an extra bonus of $10,000. Kaola's manager is using ________ power.

A) expert

B) reward

C) manipulative

D) reference

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Reflective Thinking

8) ________ power is NOT a type of position power.

A) Coercive

B) Expert

C) Reward

D) Legitimate

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

9) The capability to punish or withhold positive outcomes to influence others is called ________ power.

A) reference

B) person

C) expert

D) coercive

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

10) Your manager says that she will refuse your request for the weekend off to attend a concert unless you work the night shift for the rest of the week. In this case, she is using ________ power.

A) legitimate

B) reward

C) expert

D) coercive

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Reflective Thinking

11) ________ power is the capacity to influence through formal authority.

A) Coercive

B) Expert

C) Reward

D) Legitimate

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

12) The ability to influence others because of special knowledge and skills is called ________ power.

A) expert

B) leadership

C) reward

D) legitimate

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

13) ________ power achieves influence by personal identification.

A) Reward

B) Reference

C) Coercive

D) Legitimate

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

14) Which of the following is a type of personal power?

A) Legitimate power

B) Coercive power

C) Reward power

D) Reference power

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

15) A ________ is a clear sense of the future.

A) vision

B) norm

C) dream

D) goal

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders bring vision to teams and organizations.

AACSB: Analytic

16) Which of the following terms describes a leader who brings to the situation a clear and compelling sense of the future, as well as an understanding of the actions needed to get there successfully?

A) Charismatic leadership

B) Visionary leadership

C) Autocratic leadership

D) Servant leadership

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders bring vision to teams and organizations.

AACSB: Analytic

17) ________ is a trait shared by successful leaders that involves enjoying to influence others to achieve shared goals.

A) Drive

B) Business knowledge

C) Honesty

D) Motivation

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different traits in the quest for effectiveness.

AACSB: Analytic

18) ________ style is the recurring pattern of behaviors exhibited by a leader.

A) Management

B) Expert

C) Leadership

D) Coercive

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

19) Ling, a manager at ABC International, focuses on authority and obedience, delegates little, doesn't share information, and acts in a unilateral command-and-control fashion. Ling can be described as a(n) ________ leader.

A) democratic

B) human relations

C) laissez-faire

D) autocratic

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Reflective Thinking

20) A leader who has strong concerns for both task and people is called a(n) ________ leader.

A) laissez-faire

B) autocratic

C) democratic

D) human relations

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

21) A(n) ________ leader has little concern for task and people.

A) democratic

B) laissez-faire

C) participative

D) autocratic

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

22) Research suggests that ________ leaders are the most effective leaders.

A) autocratic

B) human relations

C) laissez-fair

D) democratic

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

23) Leadership situations are analyzed in Fiedler's model according to three contingency variables:

A) money, competitive dynamics, and regulation

B) leader-member relations, task structure, and position power

C) manager personalities, labor relations, and union activity

D) self-awareness, social awareness, and relationship management

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Fiedler's contingency model matches leadership styles with situational differences.

AACSB: Analytic

24) Which of the following is NOT a leadership style in the Hersey-Blanchard leadership model?

A) Tasking

B) Participating

C) Delegating

D) Selling

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

25) All of the following are leadership styles in the Hersey-Blanchard leadership model EXCEPT ________.

A) participating

B) delegating

C) selling

D) buying

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

26) In the context of the Hersey-Blanchard situational leadership model, the ________ style works best in high-readiness situations with able and willing or confident followers.

A) participating

B) delegating

C) selling

D) telling

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

27) In the context of the Hersey-Blanchard situational leadership model, the ________ style works best when followers are unable and unwilling or insecure.

A) participating

B) delegating

C) selling

D) telling

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

28) Which of the following is NOT one of the four leadership styles in House's path-goal theory?

A) Supportive

B) Democratic

C) Directive

D) Participative

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: House's path-goal theory matches leadership styles with task and follower characteristics.

AACSB: Analytic

29) According to House's path-goal theory, when job assignments are unclear, ________ leadership helps to clarify task objectives and expected rewards.

A) directive

B) supportive

C) participative

D) achievement-oriented

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: House's path-goal theory matches leadership styles with task and follower characteristics.

AACSB: Analytic

30) According to House's path-goal theory, which of the following leadership styles increases worker self-confidence by emphasizing individual abilities and offering needed assistance?

A) Directive leadership

B) Participative leadership

C) Supportive leadership

D) Achievement-oriented leadership

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: House's path-goal theory matches leadership styles with task and follower characteristics.

AACSB: Analytic

31) The two groups identified in the LMX (leader–member exchange) theory are ________.

A) task and people

B) functional and reference

C) in-group and out-group

D) classical and behavioral

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Leader-member exchange theory describes how leaders treat in-group and out-group followers.

AACSB: Analytic

32) The Vroom-Jago model ________.

A) focuses on how managers lead through their use of decision-making methods

B) is only useful in programmed decision situations

C) forces managers to make decisions without participation

D) recognizes that in many leadership situations, not everyone is treated the same

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

33) The leader's decision options in the Vroom-Jago leader-participation model are authority, consultative, and ________ decisions.

A) individual

B) managerial

C) group

D) adversarial

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

34) A(n) ________ decision is made by a leader and then communicated to the group.

A) consensus

B) authority

C) group

D) consultative

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

35) A(n) ________ decision is made by a leader after receiving information, advice, or opinions from group members.

A) individual

B) authority

C) group

D) consultative

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

36) A group decision is made by ________.

A) a leader and then communicated to the group

B) group members themselves

C) the CEO of an organization

D) a leader after receiving information, advice, or opinions from group members

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

37) Jason, a manager, directs the efforts of others through tasks, rewards, and structures. He uses the ________ approach to leadership.

A) transformational

B) participative

C) human relations

D) transactional

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Transformational leadership inspires enthusiasm and great performance.

AACSB: Reflective Thinking

38) ________ leadership is inspirational and arouses extraordinary effort and performance.

A) Transactional

B) Transformational

C) Autocratic

D) Task

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Transformational leadership inspires enthusiasm and great performance.

AACSB: Analytic

39) A(n) ________ leader develops special leader-follower relationships and inspires followers in extraordinary ways.

A) charismatic

B) human relations

C) autocratic

D) task-oriented

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Transformational leadership inspires enthusiasm and great performance.

AACSB: Analytic

40) ________ leaders raise the confidence, aspirations, and performance of followers through empowerment, intellectual stimulation, and integrity.

A) Autocratic

B) Transactional

C) Transformational

D) Directive

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Transformational leadership inspires enthusiasm and great performance.

AACSB: Analytic

41) All of the following are examples of emotionally intelligent competencies EXCEPT ________.

A) social awareness

B) the ability to empathize with others

C) the use of position power to manage people

D) the ability to understand one's own moods and emotions

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Emotionally intelligent leadership handles emotions and relationships well.

AACSB: Analytic

42) ________ leadership is strong on communicating, participation, and dealing with problems by teamwork.

A) Ethical

B) Task-oriented

C) Interactive

D) Instructional

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Interactive leadership emphasizes communication, listening, and participation.

AACSB: Analytic

43) Serving others and helping them to use their talents so organizations benefit society is called ________ leadership.

A) participative

B) ethical

C) servant

D) transactional

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Servant leadership is follower centered and empowering.

AACSB: Analytic

44) ________ gives people job freedom and power to influence affairs in an organization.

A) Delegation

B) Ethical management

C) Empowerment

D) Entrepreneurship

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Servant leadership is follower centered and empowering.

AACSB: Analytic

45) ________ leadership has integrity and appears to others as "good" or "right" by ethical standards.

A) Transactional

B) Autocratic

C) Moral

D) Laissez-faire

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Moral leadership builds trust through personal integrity.

AACSB: Analytic

46) ________ is an overly positive view of one's integrity and strength of character.

A) Ethical overconfidence

B) Ethical upperconfidence

C) Moral overconfidence

D) Moral upperconfidence

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Moral leadership builds trust through personal integrity.

AACSB: Analytic

47) Servant leadership is ________-centered.

A) self

B) leader

C) service

D) follower

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Servant leadership is follower centered and empowering.

AACSB: Analytic

48) According to the Hersey-Blanchard situational leadership model, ________ involves giving specific task directions and closely supervising work.

A) selling

B) telling

C) delegating

D) participating

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

49) Authority decisions work best when ________.

A) leaders know little about a situation

B) leaders have adequate time for discussion

C) leaders are capable of acting alone

D) the group resists the decision made by leaders

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

50) A potential cost of using consultative and group decisions is ________.

A) shortage of ideas

B) conflict among employees

C) lost efficiency

D) loss of authority among leaders

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

51) Legitimate power comes with the position held in an organization.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

52) Reference power comes from having the knowledge of an expert.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

53) Expert power is the ability to influence others because they admire you and want to identify positively with you.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

54) Research has categorized management behaviors into two sets: task-oriented behaviors and people-oriented behaviors.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

55) The autocratic leadership style is one of command and control.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

56) In the Fiedler scheme, the task-motivated leader is most effective at extreme (i.e., high-control or low-control) situations.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Fiedler's contingency model matches leadership styles with situational differences.

AACSB: Analytic

57) Robert House believed that a leader cannot move back and forth among the four leadership styles: directive, supportive, achievement-oriented, and participative.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: House's path-goal theory matches leadership styles with task and follower characteristics.

AACSB: Analytic

58) Charismatic leadership and transactional leadership are very similar in nature because both focus on creating enthusiasm and inspiration.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Transformational leadership inspires enthusiasm and great performance.

AACSB: Analytic

59) Research shows that men are more effective leaders than women even if both use similar leadership styles.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Interactive leadership emphasizes communication, listening, and participation.

AACSB: Analytic

60) Moral leadership builds trust from a foundation of personal integrity.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Moral leadership builds trust through personal integrity.

AACSB: Analytic

61) ________ is the process of inspiring others to work hard to accomplish important tasks.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

62) The ability to get someone else to do something you want done is called ________.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

63) ________ is the capacity to influence through formal authority.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

64) A(n) ________ leader is one with a high concern for task, a low concern for people, and who tends to act in a unilateral command-and-control way.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

65) Fred Fiedler uses an instrument called the ________ to classify leadership styles as either task motivated or relationship motivated.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Fiedler's contingency model matches leadership styles with situational differences.

AACSB: Analytic

66) Of the four leadership styles in House's path-goal theory, the one focused on setting challenging goals, expecting high performance, and showing confidence is the ________ style.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: House's path-goal theory matches leadership styles with task and follower characteristics.

AACSB: Analytic

67) ________ is the ability to empathize, to understand the emotions of others, and to use this understanding to better deal with them.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Emotionally intelligent leadership handles emotions and relationships well.

AACSB: Analytic

68) ________ is the ability to manage our emotions in leadership and social relationships.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Emotionally intelligent leadership handles emotions and relationships well.

AACSB: Analytic

69) There are ________ primary emotional intelligence competencies.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Emotionally intelligent leadership handles emotions and relationships well.

AACSB: Analytic

70) ________ is "other centered" and not "self-centered" in order to help organizations benefit society.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Servant leadership is follower centered and empowering.

AACSB: Analytic

71) Why is it that both position power and personal power are required for effective leadership?

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use position power to achieve influence.; Leaders use personal power to achieve influence.

AACSB: Reflective Thinking

72) Consider the traits often shared by effective leaders in their quest for effectiveness. What traits do you believe you exhibit and why? What traits do you need to improve and how will you develop these traits?

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different traits in the quest for effectiveness.

AACSB: Reflective Thinking

73) Identify and define the four leadership styles based on concern for task and concern for people.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

74) What is emotional intelligence? List and define its four competencies.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Emotionally intelligent leadership handles emotions and relationships well.

AACSB: Analytic

75) Define and explain the difference between transactional leadership and transformational leadership.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Transformational leadership inspires enthusiasm and great performance.

AACSB: Analytic

76) Compare and contrast Fiedler's contingency model and House's path-goal theory.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Fiedler's contingency model matches leadership styles with situational differences.; House's path-goal theory matches leadership styles with task and follower characteristics.

AACSB: Reflective Thinking

77) Which of the following is NOT a challenge that managers face on their quest to succeed as leaders?

A) Shorter time frames for getting things accomplished

B) Solving less complex problems

C) Focusing on long-term goals while managing short-term pressures

D) Second chances become less available

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

78) Planning brings together the resources to turn plans into action.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

79) Controlling ensures things turn out right.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

80) Leading sets the direction and objectives.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leadership is one of the four functions of management.

AACSB: Analytic

81) Managerial Power = Position Power + Personal Power.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

82) Reward power achieves influence by offering something of value.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

83) A vision is a clear sense of the future.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders bring vision to teams and organizations.

AACSB: Analytic

84) Transactional leadership offers a clear sense of the future and an understanding of how to get there.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders bring vision to teams and organizations.

AACSB: Analytic

85) The human relations leadership style is the most effective.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

86) The laissez-faire leadership style has a low concern for the task and the people.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

87) The democratic leadership style focuses on efficiency of tasks and operations.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders display different styles in the quest for effectiveness.

AACSB: Analytic

88) Visionary leadership suggests that what is successful as a leadership style varies according to the situation and the people involved.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Fiedler's contingency model matches leadership styles with situational differences.

AACSB: Analytic

89) Considering the Hersey-Blanchard Situational Leadership model, the participating leadership style is used to explain decisions.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

90) Considering the Hersey-Blanchard Situational Leadership model, the selling leadership style is used when followers are unable, willing, and confident.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

91) Considering the Hersey-Blanchard Situational Leadership model, the delegating leadership style is used when followers are able, willing, and confident.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

92) Considering the Hersey-Blanchard Situational Leadership model, the telling leadership style is used to share ideas.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Hersey-Blanchard situational model matches leadership styles with the maturity of followers.

AACSB: Analytic

93) Considering House's Path-Goal Theory, an achievement-oriented leader involves others in decision making and asks for and uses suggestions.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: House's path-goal theory matches leadership styles with task and follower characteristics.

AACSB: Analytic

94) Considering House's Path-Goal Theory, a directive leader lets others know what is expected, gives directions, and maintains standards.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: House's path-goal theory matches leadership styles with task and follower characteristics.

AACSB: Analytic

95) If you are the follower in a high-LMX relationship, being part of the leader's inner circle can be a real positive.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Leader-member exchange theory describes how leaders treat in-group and out-group followers.

AACSB: Analytic

96) LMX theory emphasizes that everyone should be treated the same to ensure fairness in the workplace.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Leader-member exchange theory describes how leaders treat in-group and out-group followers.

AACSB: Analytic

97) Considering the Vroom-Jago Model, authority decisions are made by the manager after sharing the problem with and getting suggestions from individual group members or the group as a whole.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

98) Considering the Vroom-Jago Model, group decisions are made by group members themselves.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

99) EI is the ability to manage our emotions in leadership and social relationships.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Emotionally intelligent leadership handles emotions and relationships well.

AACSB: Analytic

100) The social intelligence quotient is a measure of a person's ability to manage emotions in leadership and social relationships.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Emotionally intelligent leadership handles emotions and relationships well.

AACSB: Analytic

101) Interactive leadership is strong on communicating, participation, and dealing with problems by teamwork.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Interactive leadership emphasizes communication, listening, and participation.

AACSB: Analytic

102) Socially responsible leadership means serving others and helping them to use their talents so organizations benefit society.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Servant leadership is follower centered and empowering.

AACSB: Analytic

103) Servant leadership means helping, coaching, and supporting others so that they can use their talents to the fullest.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Servant leadership is follower centered and empowering.

AACSB: Analytic

104) ________ power achieves influence through connections and social capital.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

105) Relationship power achieves influence through connections and ________.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

106) ________ is the ability to get things done because of who you know.

Learning Objective: 11.1: Describe the Foundations of Effective Leadership.

Section Reference: Leaders use personal power to achieve influence.

AACSB: Analytic

107) Considering the Hersey-Blanchard Situational Model, ________ allows the group to take responsibility for task decisions.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Fiedler's contingency model matches leadership styles with situational differences.

AACSB: Analytic

108) Considering the Hersey-Blanchard Situational Model, ________ involves giving instructions.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: Fiedler's contingency model matches leadership styles with situational differences.

AACSB: Analytic

109) A(n) ________ decision is made by the leader and then communicated to the group.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

110) A(n) ________ decision is made by group members themselves.

Learning Objective: 11.2: Summarize Insights of the Contingency Leadership Theories.

Section Reference: The Vroom-Jago model describes how leaders use alternative decision-making methods.

AACSB: Analytic

111) A(n) ________ leader develops special leader-follower relationships and inspires followers in extraordinary ways.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Transformational leadership inspires enthusiasm and great performance.

AACSB: Analytic

112) ________ leadership directs the efforts of others through tasks, rewards, and structures.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Transformational leadership inspires enthusiasm and great performance.

AACSB: Analytic

113) The gender ________ hypothesis holds that males and females have ________ psychological makeups.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Interactive leadership emphasizes communication, listening, and participation.

AACSB: Analytic

114) ________ leadership is strong on communicating, participation, and dealing with problems by teamwork.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Interactive leadership emphasizes communication, listening, and participation.

AACSB: Analytic

115) Interactive leadership is strong on communicating, participation, and dealing with problems by ________.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Interactive leadership emphasizes communication, listening, and participation.

AACSB: Analytic

116) ________ leadership has integrity and appears to others as "good" or "right" by ethical standards.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Moral leadership builds trust through personal integrity.

AACSB: Analytic

117) ________ in leadership is honesty, credibility, and consistency in putting values into action.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Moral leadership builds trust through personal integrity.

AACSB: Analytic

118) ________ is an overly positive view of one's integrity and strength of character.

Learning Objective: 11.3: Discuss Current Issues and Directions in Leadership Development.

Section Reference: Moral leadership builds trust through personal integrity.

AACSB: Analytic

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