Leading and Leadership Development Chapter 14 Exam Prep

Chapter 14: Leading and Leadership Development

True/False

1. The two bases of position power are expertise and reference.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Coercive power involves use of incentives such as pay raises, bonuses, promotions, special assignments, and verbal or written compliments.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In a reward power relationship, the power is lost as soon as the value of the reward or the reward itself is taken away.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Expertise is a power derived from charisma or interpersonal attractiveness.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Legitimate power is the ability to influence through expertise.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Visionary leadership is based on serving others and helping them use their talents fully so that organizations benefit society.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Physical characteristics such as a person’s height, weight, and physique contribute in determining leadership success.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A leader high in concern for task, plans and defines the work to be done, assigns task responsibilities, sets clear work standards, urges task completion, and monitors performance results.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A laissez-faire leader emphasizes both tasks and people.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A manager who follows a laissez-faire style of leadership is known as an impoverished manager.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Leadership styles are recurring patterns of behaviors exhibited by leaders.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A human relations leader emphasizes people over task.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A manager who follows a democratic style of leadership is known as a team manager.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Fred Fiedler developed the situational leadership model.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The quality of leader–member relations measures the degree to which a position gives a leader power to reward and punish subordinates.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Fred Fiedler’s research showed that both the task-oriented and the relationship-oriented leadership styles were effective all the time.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The Hersey-Blanchard situational leadership model suggests that successful leaders never change their styles.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Path–goal theory contributed to the recognition of substitutes for leadership.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. An authority decision is made by a leader after receiving information, advice, or opinions from group members.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Consultative decisions and group decisions contribute to leadership development by allowing others to gain experience in the problem-solving process.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A leader’s choice among alternative decision-making methods is governed only by the decision time factor.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Transformational leaders use their position of authority to inspire followers.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A leader who is strong in emotional intelligence lacks self-awareness.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Interactive leadership uses command-and-control use of position power to get work done.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The concept of servant leadership fits with the concept of a moral leader.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Moral leadership begins with personal integrity, a concept fundamental to the notion of transformational leadership.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Research largely supports the gender similarities hypothesis.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Research largely shows that males and females are not similar in terms of psychological properties.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Research shows that men are more effective leaders than women because men are more visionary.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Research shows that men and women are sometimes perceived as using different styles and arriving at leadership success from different angles.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In the leadership double bind, women get criticized for displaying stereotypical male leadership characteristics and also for displaying stereotypical female leadership characteristics.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Moral leadership is always “good” and “right” by ethical standards.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Strength in moral leadership begins with personal integrity, a concept fundamental to contingency leadership.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Strength in moral leadership begins with personal integrity, a concept fundamental to transformational leadership.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Leaders show integrity by acting with honesty, credibility, and consistency in putting values into action.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A leader with integrity requires the trust of followers.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Moral overconfidence is an overly positive view of one’s strength of character.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. “I’m a good person, so I cannot be wrong” is a signal of moral incompetence.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Peter Drucker, effective leadership is primarily based on being clever and not on being consistent.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

Multiple Choice

1. Which of the following is a function of leading?
2. Setting directions and objectives
3. Bringing together resources
4. Creating structures
5. Motivating commitment and hard work
6. Ensuring results

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following comes from charisma and interpersonal attractiveness?
2. Reward power
3. Coercive power
4. Legitimate power
5. Authority power
6. Reference power

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ___ power is the ability to influence through punishment.
2. Reward
3. Coercive
4. Legitimate
5. Authority
6. Reference

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ power is the ability to influence others through identification, because of others’ admiration and desire for positive identification with you.
2. Reward
3. Coercive
4. Legitimate
5. Authority
6. Reference

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following accurately defines reward power?
2. It is the capacity to offer something of value as a means of influencing other people.
3. It is the capacity to punish or withhold positive outcomes as a means of influencing other people.
4. It is the capacity to influence other people by virtue of formal authority, or the rights of office.
5. It is the capacity to influence other people because of specialized knowledge.
6. It is the capacity to influence other people by personally identifying with them.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Coercive power is the capacity to:
2. offer something of value as a means of influencing other people.
3. influence other people by virtue of formal authority, or the rights of office.
4. punish or withhold positive outcomes as a means of influencing other people.
5. influence other people because of specialized knowledge.
6. influence other people by personally identifying with them.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Identify the definition of legitimate power from the following.
2. It is the capacity to influence other people using specialized knowledge.
3. It is the capacity to influence other people by personally identifying with them.
4. It is the capacity to offer something of value as a means of influencing other people.
5. It is the capacity to punish or withhold positive outcomes as a means of influencing other people.
6. It is the capacity to influence other people by virtue of formal authority, or the rights of office.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Legitimate power differs from reference power in that legitimate power is the ability to influence through:
2. authority.
3. charisma.
4. expertise.
5. punishment.
6. rewards.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of legitimate power?
2. It can only be obtained through the use of incentives such as pay raises, bonuses, promotions, special assignments, and verbal or written compliments.
3. It can only be gained from experience and accomplishments as well as access to useful information.
4. It is the right by virtue of one’s organizational position or status to exercise control over persons in subordinate positions.
5. It only exists when people expect rewards and a leader makes rewards inconsistently available.
6. It is derived from charisma or interpersonal attractiveness.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following statements refer to expert power?
2. It is the capacity to influence other people by virtue of formal authority, or the rights of office.
3. It is the capacity to influence other people because of specialized knowledge.
4. It is the capacity to offer something of value as a means of influencing other people.
5. It is the capacity to influence other people by personally identifying with them.
6. It is the capacity to punish or withhold positive outcomes as a means of influencing other people.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. When managers use reference power, they have the capacity to:
2. influence other people using specialized knowledge.
3. influence other people by virtue of formal authority, or the rights of office.
4. punish or withhold positive outcomes as a means of influencing other people.
5. influence other people because people like them and want to be with them.
6. offer something of value as a means of influencing other people.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following bases of power refers to the ability to influence through identification?
2. Legitimate power
3. Expert power
4. Reference power
5. Coercive power
6. Reward power

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following types of powers is a manager exerting when he or she says, “I am the boss; therefore, you are supposed to do as I ask”?
2. Referent power
3. Legitimate power
4. Coercive power
5. Expert power
6. Reward power

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of reference power?
2. It is only maintained by protecting one’s credibility by not overstepping boundaries and pretending to have expertise that really isn’t there.
3. It is only based on serving others and helping them use their talents fully so that organizations benefit society.
4. It never allows others to exercise power and achieve influence within an organization.
5. It can be developed and maintained through good interpersonal relationships that encourage the admiration and respect of others.
6. It never allows managers to act in a unilateral fashion.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is a benefit of having a visionary leadership?
2. It only exists when every team member exercises power and achieves influence within an organization.
3. It gives meaning to people’s work; it makes what they do seem worthy and valuable.
4. It is only based on serving others and helping them use their talents fully so that organizations benefit society.
5. It never allows team members to take decisions and act accordingly.
6. It requires managers to act in a unilateral fashion and retain authority and information.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Servant leadership differs from visionary leadership in that servant leadership:
2. is follower-centered.
3. influences through authority.
4. controls persons in subordinate positions.
5. influences through punishment.
6. is coercive.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following accurately defines “empowerment”?
2. The ability to manage emotions in social relationships
3. The ability to exercise dominating power over people to force them to be more productive
4. The ability to act with honesty, credibility, and consistency in putting values into action
5. The process of explaining task directions in a supportive and persuasive way
6. The process of allowing others to exercise power and achieve influence within an organization

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. When a leader is said to have cognitive ability what does it indicate?
2. The leader has high energy, displays initiative, and is tenacious.
3. The leader is creative and original in his or her thinking.
4. The leader has the intelligence to integrate and interpret information.
5. The leader enjoys influencing others to achieve shared goals.
6. The leader has confidence in his or her abilities.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. When a leader enjoys influencing others to achieve shared goals, he or she has the personal trait of _____.
2. dependability
3. flexibility
4. cognitive ability
5. integrity
6. motivation

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Identify the function of a leader who has an autocratic style from the following statements.
2. Displays sensitivity toward the needs of employees
3. Monitors performance results of employees
4. Shows trust in employees
5. Acts with supportiveness toward employees
6. Respects the feelings of employees

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. When a leader is high in concern for task performance, he or she:
2. assigns task responsibilities to employees.
3. maintains good social relations with employees.
4. is sensitive toward employees’ needs.
5. is supportive toward employees.
6. shows trust in employees.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of a leader who has an autocratic style?
2. The leader allows employees to choose their own work.
3. The leader lets employees take their own time to complete work.
4. The leader sets clear work standards for employees.
5. The leader maintains good social relations with employees.
6. The leader shows trust in employees and allows them to make decisions regarding work.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. An employee-centered leader:
2. monitors the performance of employees.
3. urges task completion from employees.
4. sets clear work standards for employees.
5. maintains good social relations with employees.
6. defines the work to be done by employees.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. When a leader is high in concern for people, he or she:
2. assigns task responsibilities.
3. urges task completion from employees.
4. monitors the performance of employees.
5. sets clear work standards for employees.
6. acts with supportiveness toward employees.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is a function of a leader high in concern for people?
2. The leader shows trust in employees.
3. The leader plans the work to be done by employees.
4. The leader assigns task responsibilities to employees.
5. The leader sets clear work standards for employees.
6. The leader monitors the work of each employee.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. When a leader practices an autocratic style of leadership, he or she:
2. shows little concern for a task.
3. emphasizes people over tasks.
4. acts in a command-and-control fashion.
5. lets team members make decisions.
6. acts with a “do the best you can and don’t bother me” attitude.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. An autocratic leader differs from a leader practicing laissez-faire style of leadership in that an autocratic leader:
2. lets team members make decisions.
3. shows little concern for tasks.
4. emphasizes people over tasks.
5. retains authority and information.
6. acts with a “do the best you can and don’t bother me” attitude.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following management traits would a laissez-faire leader have?
2. Low concern for production; low concern for people
3. Low concern for people; high concern for production
4. High concern for production; high concern for people
5. High concern for people; low concern for production
6. Balanced and equal concern for people and production

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. A(n) _____ manager primarily focuses on getting work done with minimum effort.
2. achievement-oriented
3. team
4. authority-obedience
5. country club
6. impoverished

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following characteristics refers to a leader practicing a human relations style of leadership?
2. Acting in a command-and-control fashion
3. Acting in a unilateral fashion
4. Acting with a “do the best you can and don’t bother me” attitude
5. Retaining authority and information
6. Emphasizing people over task

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following kinds of management traits would a human relations leader have?
2. Low concern for production; low concern for people
3. Low concern for people; high concern for production
4. High concern for production; high concern for people
5. High concern for people; low concern for production
6. Constantly changing concern for both people and production

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is a characteristic of an autocratic leader?
2. Emphasizes tasks over people
3. Lets team members make decisions
4. Shows little concern for tasks
5. Encourages participation in decision making
6. Helps others develop their skills and capabilities

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. An authority-obedience manager focuses on _____.
2. balancing work output and employee morale
3. people’s needs and building relationships
4. efficiency of tasks and operations
5. minimum effort to get work done
6. building participation and support for a shared purpose

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following management traits would an autocratic leader have?
2. Low concern for production; low concern for people
3. Low concern for people; high concern for production
4. High concern for production; high concern for people
5. High concern for people; low concern for production
6. Constantly changing concern for both people and production

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is a characteristic of a laissez-faire leader?
2. Acts in a command-and-control fashion
3. Lets team members make decisions
4. Retains authority and information
5. Emphasizes task over people
6. Actively helps others develop their skills

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is a characteristic of a democratic leader?
2. Emphasizing tasks over people
3. Emphasizing people over tasks
4. Encouraging employee participation in decision making
5. Showing little concern for tasks
6. Displaying a “do the best you can and don’t bother me” attitude

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following management traits would a democratic leader have?
2. Low concern for production; low concern for people
3. Low concern for people; high concern for production
4. High concern for production; high concern for people
5. High concern for people; low concern for production
6. Constantly changing concern for both people and production

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. A democratic leader differs from an autocratic leader in that a democratic leader:
2. emphasizes tasks over people.
3. acts in a unilateral fashion.
4. shows little concern for a task.
5. helps others develop their skills and capabilities.
6. displays a command-and-control type of leadership.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. A(n) _____ manager follows a human relations style of leadership.
2. team
3. country club
4. impoverished
5. authority-obedience
6. achievement-oriented

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is a characteristic of a democratic leader?
2. Getting things done while sharing information
3. Retaining authority and information
4. Acting in a unilateral fashion
5. Acting in a command-and-control fashion
6. Acting with a “do the best you can and don’t bother me” attitude

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. In Fiedler’s contingency model, the least-preferred co-worker scale is used to:
2. increase a leader’s power.
3. improve a leader’s leadership traits.
4. measure a person’s leadership style.
5. measure the rewards to be given to a leader.
6. improve a leader’s situational strength.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. According to Fiedler’s contingency model, the quality of leader-member relations measures the _____.
2. degree to which a group supports a leader
3. extent to which task goals and procedures are clearly spelled out
4. extent to which a leader has authority over his or her supporters
5. degree to which the position gives a leader power to reward subordinates
6. degree to which the position gives a leader power to punish subordinates

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is suggested by the Hersey-Blanchard situational leadership model?
2. Successful leaders can only be visionary.
3. Successful leaders only follow the servant leadership style.
4. Successful leaders are all task motivated.
5. Successful leaders may adjust their style of leadership.
6. Successful leaders always stick to any one particular form of leadership style.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. According to the Hersey-Blanchard situational leadership model, the delegating style of leadership works best in:
2. low-readiness situations, where followers are unable and unwilling, or insecure.
3. low-to-moderate-readiness followers who are able but unwilling, or insecure.
4. moderate-to-high-readiness followers who are unable, but willing or confident.
5. low-readiness followers who are unable but willing and insecure.
6. high-readiness situations with able, willing, and confident followers.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following types of leadership styles follows a low-task, low-relationship feature according to the Hersey-Blanchard situational leadership model?
2. Instructing
3. Participating
4. Selling
5. Telling
6. Delegating

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Knowledge

1. According to the Hersey-Blanchard situational leadership model, the telling style of leadership works best in:
2. low-readiness followers who are unable but willing and insecure.
3. low-readiness situations, where followers are unable and unwilling, or insecure.
4. high-readiness situations with able, willing, and confident followers.
5. moderate-to-high-readiness followers who are unable, but willing or confident.
6. low-to-moderate-readiness followers who are able but unwilling, or insecure.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following types of leadership styles follows a low-task, high-relationship feature according to the Hersey-Blanchard situational leadership model?
2. Instructing
3. Participating
4. Selling
5. Telling
6. Delegating

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Knowledge

1. In which of the following situations is the participating style of leadership recommended?
2. With low-to-moderate readiness followers who are able but unwilling, or insecure
3. With moderate-to-high-readiness followers who are unable but willing or confident
4. With low-readiness followers who are unable but willing and insecure
5. With low-readiness situations, where followers are unable and unwilling, or insecure
6. With high-readiness situations with able, willing, and confident followers

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. The selling style of leadership is recommended for:
2. low-readiness followers who are unable but willing and insecure.
3. low-to-moderate-readiness followers who are able but unwilling, or insecure.
4. moderate-to-high-readiness followers who are unable, but willing or confident.
5. high-readiness situations with able, willing, and confident followers.
6. low-readiness situations, where followers are unable and unwilling, or insecure.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following types of leadership styles follows a high-task, high-relationship feature according to the Hersey-Blanchard situational leadership model?
2. Instructing
3. Participating
4. Selling
5. Telling
6. Delegating

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Knowledge

1. The telling style of leadership has a_____ feature.
2. constantly changing task-relationship
3. low-task, high-relationship
4. high-task, high-relationship
5. high-task, low-relationship
6. low-task, low-relationship

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of the path-goal theory?
2. It disregards the tendency of leaders to develop special relationships with some team members.
3. It advances the theory that that one leadership style can fit all situations in decision making.
4. It promotes using just two types of leadership styles for varying situations.
5. It advances theories against changing leadership styles according to situations.
6. It advises leaders to shift among the four leadership styles in ways that fit situational needs.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. According to the path–goal leadership theory, which of the following is a function highlighted in the directive leadership style?
2. Clarifying the leader’s role in a group
3. Showing concern for the well-being of subordinates
4. Emphasizing continuous improvement in performance
5. Involving team members in decision making
6. Displaying confidence in meeting high standards

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. From the following, identify the function of the supportive leadership style in the path–goal leadership theory.
2. Setting challenging goals
3. Treating team members as equals
4. Expecting the highest levels of performance
5. Involving team members in decision making
6. Clarifying the leader’s role in a group

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. According to the path–goal leadership theory, which of the following is highlighted in an achievement-oriented leadership style?
2. Showing concern for the well-being of subordinates
3. Clarifying the leader’s role in a group
4. Emphasizing continuous improvement in performance
5. Consulting team members and asking for suggestions
6. Treating team members as equals

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Identify the function emphasized by participative leadership from the following statements.
2. Setting challenging goals
3. Expecting the highest levels of performance
4. Maintaining definite standards of performance
5. Involving team members in decision making
6. Clarifying the leader’s role in a group

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Directive leadership differs from supportive leadership in that directive leadership emphasizes:
2. showing concern for the well-being of subordinates.
3. involving team members in decision making.
4. consulting team members and asking for suggestions.
5. using team members’ suggestions when making decisions.
6. letting followers know what is expected.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of directive leadership?
2. When job assignments are unclear, directive leadership helps to clarify task objectives and expected rewards.
3. When worker self-confidence is low, directive leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
4. When task challenge is insufficient in a job, directive leadership helps to set goals and raise performance aspirations.
5. When performance incentives are poor, directive leadership can clarify individual needs and identify appropriate rewards.
6. When a leader is short of ideas, directive leadership encourages workers to give their suggestions.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of supportive leadership?
2. When task challenge is insufficient in a job, supportive leadership helps to set goals and raise performance aspirations.
3. When worker self-confidence is low, supportive leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
4. When a leader is short of ideas, supportive leadership encourages workers to give their suggestions.
5. When performance incentives are poor, supportive leadership might clarify individual needs and identify appropriate rewards.
6. When job assignments are unclear, supportive leadership helps to clarify task objectives and expected rewards.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of achievement-oriented leadership?
2. When performance incentives are poor, achievement-oriented leadership helps to clarify individual needs and identify appropriate rewards.
3. When a leader is short of ideas, achievement-oriented leadership encourages workers to give their suggestions.
4. When job assignments are unclear, achievement-oriented leadership helps to clarify task objectives and expected rewards.
5. When task challenge is insufficient in a job, achievement-oriented leadership helps to set goals and raise performance aspirations.
6. When worker self-confidence is low, achievement-oriented leadership can increase confidence by emphasizing individual abilities and offering needed assistance.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of participative leadership?
2. When task challenge is insufficient in a job, participative leadership helps to set goals and raise performance aspirations.
3. When worker self-confidence is low, participative leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
4. When performance incentives are poor, participative leadership helps to clarify individual needs and identify appropriate rewards.
5. When work is not scheduled, participative leadership can schedule work in an orderly manner.
6. When job assignments are unclear, participative leadership helps to clarify task objectives and expected rewards.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Achievement-oriented leadership differs from participative leadership in that participative leadership emphasizes the:
2. setting of challenging goals as a method to enhance employee proficiency.
3. clarification of task objectives and expected rewards.
4. need for continuous improvement in performance.
5. importance of setting goals and raising performance aspirations.
6. involvement of team members in decision making.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Path-goal theory recognizes something called ____ , which are factors in the work setting that direct work efforts without the involvement of a leader.
2. contingency approaches
3. followership traits
4. human capital
5. leader-member exchanges
6. substitutes for leadership

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following notions is central to the leader–member exchange theory?
2. When worker self-confidence is low, supportive leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
3. There is a tendency for leaders to develop special relationships with some team members, even to the point where not everyone is always treated in the same way.
4. Leaders adjust their leadership styles according to the situation.
5. Good leadership depends on the match or fit between a person’s leadership style and situational demands.
6. Leaders are most effective when they make decisions in ways that best fit a problem situation.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. The Vroom-Jago leader-participation model suggests that:
2. not everyone is treated the same by a leader.
3. there are aspects of the work setting and the people involved that can reduce the need for active leader involvement.
4. there are only two leadership styles that a leader can shift back and forth between.
5. leaders are most effective when they make decisions in ways that best fit a problem situation.
6. linking together charismatic qualities like enthusiasm and inspiration always makes a good leader.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. According to the Vroom-Jago leader-participation model, consultative decisions differ from authority decisions in that in consultative decisions:
2. leaders lack the expertise or information to solve problems.
3. leaders have the information needed to solve problems.
4. leaders only have a supportive contribution in the decision-making process.
5. followers are likely to accept and implement a leader’s decision.
6. followers make the decisions and leaders follow.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. According to the Vroom-Jago leader-participation model, authority decisions differ from consultative decisions in that in authority decisions:
2. leaders lack the expertise or information to solve problems.
3. leaders have the information needed to solve problems.
4. leaders only have a supportive contribution in the decision-making process.
5. followers need to accept and commit to the decision.
6. followers make the decisions and leaders follow.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. According to the Vroom-Jago leader-participation model, group decisions differ from authority decisions in that in group decisions:
2. leaders lack the expertise or information to solve problems.
3. leaders have the information needed to solve problems.
4. followers only have a supportive contribution in the decision-making process.
5. followers are likely to accept and implement a leader’s decision.
6. leaders are time-pressured to make a decision.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. A transformational leader uses his or her _____ to inspire followers.
2. personality
3. authority
4. position
5. power
6. expertise

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The pathway to transformational leadership starts with _____.
2. discharging any decision-making powers that a leader could have
3. promising monetary incentive to incite interest in followers
4. a leader adopting a unilateral and command-and-control style of leading
5. a willingness to bring real emotion to the leader–follower relationship
6. using coercive measures to influence the behavior of followers

Learning Objective: 14.4

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Daniel Goleman’s work on leadership development emphasized the influence of a leader using his or her _____.
2. educational quotient
3. emotional intelligence
4. cultural intelligence
5. curiosity quotient
6. intelligence quotient

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Daniel Goleman, which of the following influences a leader to be successful?
2. The ability to offer something of value as a means of influencing other people.
3. The ability to punish or withhold positive outcomes as a means of influencing other people.
4. The ability to have a clear sense of the future.
5. The ability to monitor the performance results of employees.
6. The ability to manage emotions in social relationships.

Learning Objective: 14.4

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of leaders strong in emotional intelligence?
2. They work on disruptive impulses.
3. They are able to empathize with others.
4. They always make authority decisions.
5. They lack the ability to emphasize continuous improvement.
6. They are less capable at establishing rapport with others.

Learning Objective: 14.4

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Which of the following emotional intelligence competencies does a leader possess when he or she is able to empathize with others?
2. Social awareness
3. Self-management
4. Relationship management
5. Self-awareness
6. Motivation and persistence

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A leader who possesses the emotional competency of self-awareness has the ability to:
2. offer something of value as a means of influencing other people.
3. establish rapport with others and to build social capital through relationships and networks.
4. understand his or her own moods and emotions, and to understand their impact on his or her own work and on others’ work.
5. work hard for reasons other than money and status.
6. understand the emotions of others and to use this understanding to better relate to them.

Learning Objective: 14.4

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. ___ holds that males and females have similar psychological properties.
2. The gender similarities hypothesis
3. Integrity
4. The leadership double bind
5. Moral leadership
6. Moral overconfidence

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ___ means that leaders act in honest, credible, and consistent ways to put their values into action.
2. The gender similarities hypothesis
3. Integrity
4. The leadership double bind
5. Moral competence
6. Moral overconfidence

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ___ a woman gets criticized for displaying stereotypically male leadership characteristics and also gets criticized for showing female ones.
2. The gender similarities hypothesis holds that
3. Integrity means that
4. The leadership double bind occurs when
5. Moral leadership is when
6. Moral overconfidence occurs when

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ___ is always “good” and “right” by ethical standards.
2. The gender similarities hypothesis
3. Charismatic leadership
4. The leadership double bind
5. Moral leadership
6. Moral overconfidence

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ___ is an overly positive view of one’s strength of character.
2. The gender similarities hypothesis
3. Integrity
4. The leadership double bind
5. Moral leadership
6. Moral overconfidence

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of authentic leadership?
2. It uses coercive measures to influence the behavior of followers.
3. It allows others to exercise power and achieve influence within an organization.
4. It helps to establish rapport with others and to build social capital through relationships and networks.
5. It offers something of material value as a means of influencing people.
6. It activates positive psychological states to achieve self-awareness and positive self-regulation.

Learning Objective: 14.4

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Bruno, Tim’s manager, suggested that if Tim would get his additional work done in a day, then Bruno would make sure that Tim gets two days of extra pay. Which of the following types of leadership powers is Bruno displaying?
2. Coercive power
3. Legitimate power
4. Expert power
5. Reward power
6. Referent power

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Bill, a store manager, asked Robert, a store clerk, to stack cereal boxes at the back of the store. Robert told Bill that doing so would result in a drop in the sale of cereal boxes. Bill asked Robert to refrain from questioning his judgment and instead follow his orders because he was in charge of the store’s operations. What power did Bill exert over Robert?
2. Coercive power
3. Legitimate power
4. Expert power
5. Reward power
6. Referent power

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Richard, a manager of a transport company, discovered that one of his employees, Kevin, was habitually late on his deliveries. Richard threatened to fire Kevin if he didn’t perform better. What power has Richard exerted over Kevin?
2. Coercive power
3. Legitimate power
4. Expert power
5. Reward power
6. Referent power

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Bridget was asked by Brenda, her boss, to take on a difficult assignment. Bridget, although entirely occupied with other tasks, took on the assignment without hesitation. Bridget’s motivation for taking on the assignment was the opportunity to develop a positive relationship with Brenda. What power has Brenda exerted over Bridget?
2. Coercive power
3. Legitimate power
4. Expert power
5. Reward power
6. Reference power

Learning Objective: 14.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Susanna is a manager who believes in being inclusive in decision making. She allows her subordinates to voice their opinion about relevant projects. She believes in helping them use their talents fully so that the organization can benefit the society. She also empowers others by providing them with information, responsibility, authority, and trust to make decisions and act independently. Which of the following types of leadership styles does Susanna follow?
2. Servant leadership
3. Autocratic leadership
4. Directive leadership
5. Achievement-oriented leadership
6. Laissez-faire leadership

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Kenneth is a manager who prioritizes efficiency over everything else. To achieve this he micromanages his workers and assigns them their tasks. He doesn’t allow his employees to make independent decisions or participate in the decision making process. What leadership style does Kenneth follow?
2. Servant leadership
3. Autocratic leadership
4. Directive leadership
5. Achievement-oriented leadership
6. Laissez-faire leadership

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Samuel, a marketing manager, has just handed to his team the next project with the following instructions for project coordination:

1. This does not look like a high profile project.

2. Do not update me on the day-to-day progress of this project.

3. Make all relevant decisions as a group; do not come to me unless absolutely necessary.

4. Do your best to finish the project on time.

Which of the following leadership styles does Samuel employ?

1. Autocratic leadership style
2. Human relations style
3. Laissez-faire style
4. Democratic style
5. Impoverished manager style

Learning Objective: 14.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Anthony is a manager who values maintaining social relationships with all his employees. He treats them like family and allows them to take days off even if it means that work will be compromised. He personally tracks each employee’s performance and tries to help them in whatever way he can. What leadership style is Anthony following?
2. Autocratic style
3. Human relations style
4. Laissez-faire style
5. Democratic style
6. Impoverished style

Learning Objective: 14.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Steven, a young manager, strongly believes that his workers have the potential to accomplish better results on their jobs. Steven believes that setting bold and ambitious objectives for his team members will enhance their overall performance levels. According to the path–goal theory, which of the following leadership styles has Steven adopted?
2. Directive leadership
3. Supportive leadership
4. Telling leadership
5. Participative leadership
6. Achievement-oriented leadership

Learning Objective: 14.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Harry, a young manager, was recently asked to repress a growing demand in his team for a team raise. The management had promised him a special bonus if he could achieve this. Harry, who held strong ethical principles, refused the offer and instead supported his team’s demand. Harry’s support and reassurance instilled confidence in the team, which in turn helped increase team productivity. Eventually, the management gave in to the team’s demand. Which of the following types of leadership did Harry display?
2. Achievement-oriented leadership
3. Moral leadership
4. Directive leadership
5. Autocratic leadership
6. Interactive leadership

Learning Objective: 14.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Mike has been managing his own business for 20 years. He believes he is a good person and would never do anything to hurt people. His employees ask him for paid time off to serve at the local food bank. He says that is not what his business provides to the market and says they can use their own vacation days to serve. Mike likely has
2. contingency leadership.
3. gender similarities bias.
4. the leadership double bind.
5. moral overconfidence.
6. transformational leadership.

Learning Objective: 14.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Sally is a new manager. Her leadership style is task-oriented, visionary, democratic, participative, connecting, and inclusive. Some people criticize her for “acting like a man” when she is task-oriented and visionary. Other people criticize her for “acting too much like a woman” when she is supportive and nurturing of her employees. This is an example of
2. autocratic leadership
3. gender similarities bias.
4. the leadership double bind.
5. moral overconfidence.
6. interactive leadership.

Learning Objective: 14.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

Essay

1. Define vision and explain the concept of visionary leadership.

The term visionary leadership 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. This means having a clear vision, communicating the vision, and getting people motivated and inspired to pursue the vision in their daily work. Visionary leadership gives meaning to people’s work and it makes what they do seem worthy and valuable.

Learning Objective: 14.1

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. List and describe the personal traits of successful leaders identified by Shelley Kirkpatrick and Edwin Locke.

Drive—Successful leaders have high energy, display initiative, and are tenacious.

Self-confidence—Successful leaders trust themselves and have confidence in their abilities.

Creativity—Successful leaders are creative and original in their thinking.

Cognitive ability—Successful leaders have the intelligence to integrate and interpret information.

Job-relevant knowledge—Successful leaders know their industry and its technical foundations.

Motivation—Successful leaders enjoy influencing others to achieve shared goals.

Flexibility—Successful leaders adapt to fit the needs of followers and the demands of situations.

Honesty and integrity—Successful leaders are trustworthy; they are honest, predictable, and dependable.

Learning Objective: 14.2

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. What are the four leadership styles identified by Robert House that can add value in different types of situations for a leader?

Directive leadership—letting followers know what is expected; giving directions on what to do and how; scheduling work to be done; maintaining definite standards of performance; clarifying the leader’s role in the group.

Supportive leadership—doing things to make work more pleasant; treating team members as equals; being friendly and approachable; showing concern for the well-being of subordinates.

Achievement-oriented leadership—setting challenging goals; expecting the highest levels of performance; emphasizing continuous improvement in performance; displaying confidence in meeting high standards.

Participative leadership—involving team members in decision making; consulting with them and asking for suggestions; using these suggestions when making decisions.

Learning Objective: 14.3

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Describe the gender similarities hypothesis and what research shows when comparing the leadership styles of men and women. Describe the leadership double bind. How does the leadership double bind support or contradict the gender similarities hypothesis?

Learning Objective: 14.4

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

1. Describe moral leadership and integrity. Describe a situation where a leader has moral overconfidence.

Learning Objective: 14.4

Difficulty: Moderate

AACSB: Ethical understanding and reasoning

Bloom’s Taxonomy: Comprehension

Text Entry

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

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ power is the capacity to punish or withhold positive outcomes as a means of influencing other people.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Social ____ is the ability to get things done because of who you know.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ leadership brings to the situation a clear sense of the future and an understanding of how to get there.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is the act of joining with a leader to accomplish tasks and goals.

Learning Objective: 14.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Leadership ____ is a recurring pattern of behaviors exhibited by a leader.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) ____ leaders acts in a command-and-control fashion.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A human _____ leader emphasizes people over task.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) ____ leader has a “do the best you can and don’t bother me” attitude.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) ____ leader emphasizes both tasks and people.

Learning Objective: 14.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The _____ co-worker scale is used by Fiedler’s contingency model to measure leadership style.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Substitutes for leadership are factors in the work setting that direct work efforts ____ the involvement of a leader.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

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

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

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

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A group or team decision is made by team ____.

Learning Objective: 14.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) ____ leader inspires followers in extraordinary ways.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ leadership is inspirational and arouses extraordinary effort and performance.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The gender similarities ____ holds that males and females have similar psychological properties.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ leaders are strong communicators and act in democratic and participative ways with followers.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ leadership activates positive psychological states to achieve self-awareness and positive self-regulation.

Learning Objective: 14.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge