Chapter 5: Design Thinking and Brain Leading

Test Bank

Multiple Choice

1. Michael Dickmann and Nancy Stanford-Blair provided a framework to keep all information in the brain organized into six ______.

A. quadrants

B. divisions

C. regions

D. dimensions

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Knowledge

Answer Location: Brain Leading in Six Dimensions

Difficulty Level: Easy

2. The ______ dimension of the brain recognizes that there is a fundamental connection between your brain and your body.

A. reflective

B. physiological

C. emotional

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

3. Experiences can be positive or detrimental. If manageable, during these experiences, ______ can stimulate neural growth; if never-ending or traumatic it can damage the brain.

A. stress

B. encounters

C. confrontations

D. altercations

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

4. Which of the following scenarios is not an example of the physiological dimension of the brain?

A. staying up late to watch a movie, so not getting enough sleep

B. sitting in a class with a friend you are in fight with, so feeling angered

C. going to a concert and standing too close to the speakers, so having trouble hearing others

D. oversleeping, so not being able to eat breakfast

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

5. The ______ dimension of the brain influences how individuals see and react to situations and others based on feelings.

A. social

B. reflective

C. emotional

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

6. The interrelated nature of the dimensions of the brain becomes more apparent when you look at the central role of ______.

A. thought

B. emotion

C. success

D. engagement

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

7. ______ intelligence is defined as a person’s ability to know and regulate their own feelings, perceive and understand the feelings of others, and effectively work between their own and other’s feelings.

A. Existential

B. Linguistic

C. Spatial

D. Emotional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Knowledge

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Easy

8. Which of the following examples best relate to the emotional dimension of the brain?

A. having skipped breakfast and feeling hungry

B. taking time alone to reflect upon your day

C. feeling threatened by a colleague before a meeting

D. turning your positive ways of thinking into habits

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Application

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

9. The ______ dimension of the brain focuses on the critical and inextricable role that others play in how you see and react to the world.

A. social

B. emotional

C. reflective

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Knowledge

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Easy

10. Many leaders overlook the power of the ______ dimension, instead falling back on outdated notions of individualism and fears of losing control.

A. physiological

B. constructive

C. social

D. emotional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

11. When leaders model the way, challenge the process, enable others to act, inspire a shared vision, and encourage the heart; they tap into the ______ dimension of the brain.

A. constructive

B. physiological

C. emotional

D. social

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Application

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

12. In the education world, which is an example of when leaders overlook the power of the social dimension of the brain?

A. students having a debate regarding the pro and con aspects of a topic

B. individual note-taking students listening passively to a lecture

C. a group project where every student is given a task that must be completed with another student

D. an interactive lecture by the professor which is filled with discussion and questions and answers

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Application

Answer Location: Physiological, Emotional, and Social Dimensions

Difficulty Level: Medium

13. The ______ dimension of the brain is the capacity to consider and modify information and understanding.

A. reflective

B. constructive

C. emotional

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

14. Your ______ capacity allows you to engage a variety of critical thinking capacities, such as the ability to critically question both a situation and your understanding or mental mode.

A. constructive

B. physiological

C. reflective

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

15. The ______ dimension allows you to translate information into implications and action.

A. emotional

B. reflective

C. physiological

D. constructive

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

16. ______ enables you to predict outcomes, envisions futures, prioritize information, and revise both real outcome and conceptual models.

A. Dreaming

B. Insight

C. Speculation

D. Reflection

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Knowledge

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Easy

17. Which of the following is not an aspect of the reflective dimension?

A. The reflective dimension allows you to critically question a situation that has already occurred, but does not allow for any prediction for future outcomes.

B. The power of the reflective dimension is only as effective as you allow or a leader facilitates.

C. The reflective dimension allows you to engage a variety of critical thinking capacities.

D. The reflective dimension allows you to translate information into implications and action.

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

18. Which would not be a way for a group leader to facilitate the reflective dimension aspect of the brain?

A. Give the group members a prompt on what to reflect on such as what the most surprising and/or unexpected idea that was expressed in the discussion.

B. Hand out dedicated reflection journals for the members to describe what happened during an experience, including what they accomplished, interactions they had, and plans developed for the future.

C. Moving immediately to another task without facilitating a debrief regarding the challenges of the previous project.

D. Provide opportunities for reflection breaks and encourage students to record their thoughts about what they have learned, either alone or with a fellow group member.

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

19. The ______ dimension of the brain emphasizes your process of conceptualizing the world based on what you interact with in the world.

A. constructive

B. physiological

C. social

D. emotional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

20. Mental modes are the key to the ______ dimension of the brain.

A. reflective

B. dispositional

C. emotional

D. constructive

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

21. Which of the following is not included in ways that you interact with the world regarding the constructive dimension of the brain?

A. how you later reflect on that construction

B. how you solidify those constructions without any modifications

C. how you test those constructions in interactions with others

D. how you feel about those constructions

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

22. As a leader you can use the ______ dimension to help followers understand and apply information by providing organizational frameworks.

A. emotional

B. reflective

C. constructive

D. social

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Application

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

23. ______ is the greater the effort to accomplish a task, the less likely the task will be accomplished successfully. In other words, tasks that take too much physical or mental effort will simply not get done.

A. Performance load

B. Metacognition

C. Satisficing

D. Affordance

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Knowledge

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Easy

24. Which of the following tasks would not take too much physical or mental effort to get done; in other words, would not increase performance load?

A. having to read through a textbook with advanced technical jargon

B. having to untangle a jumble of Christmas lights

C. having to follow a recipe with step-by-step instructions in a cookbook

D. having to decipher messy handwriting

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Application

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

25. The ______ dimension of the brain highlights habitual ways of processing information.

A. reflective

B. dispositional

C. physiological

D. emotional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

26. The ______ dimension of the brain can be seen as mental habits that influence what individuals perceive and how they conceive information.

A. social

B. reflective

C. constructive

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

27. ______ means thinking about your own thinking.

A. Benchmarking

B. Ideation

C. Metacognition

D. Process mapping

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Knowledge

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Easy

28. Understanding different ______ allows leaders to more effectively communicate and structure tasks to suit different strengths, which in turn help highlight the assets of what might appear otherwise.

A. dispositions

B. influence tactics

C. extrinsic motivations

D. effectuations

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

29. Which of the following examples is not a way in which to boost metacognition in the classroom?

A. allow mistakes

B. discourage risk-taking

C. integrate self-assessment

D. practice visualization

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Reflective, Constructive, and Dispositional

Difficulty Level: Medium

30. Stimulating neural growth and protecting against stress relates to the ______ dimension of the brain.

A. physiological

B. constructive

C. dispositional

D. emotional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Developing Your Brain Leading

Difficulty Level: Medium

31. Creating social opportunities, inviting diversity, and cultivating a shared vision relate to the ______ dimension of the brain.

A. emotional

B. reflective

C. social

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Developing Your Brain Leading

Difficulty Level: Medium

32. Cultivating a climate of trust and support as well as challenge and passion relates to the ______ dimension of the brain.

A. reflective

B. social

C. constructive

D. emotional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Developing Your Brain Leading

Difficulty Level: Medium

33. Supplying time, space, and structure for thinking as well as provoking thinking otherwise relate to the ______ dimension of the brain.

A. social

B. physiological

C. reflective

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Developing Your Brain Leading

Difficulty Level: Medium

34. Proactively exercising multiple dimensions of intelligence and targeting productive thinking habits of mind often seen as tendencies or characteristics relate to the ______ dimension of the brain.

A. dispositional

B. constructive

C. reflective

D. social

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Developing Your Brain Leading

Difficulty Level: Medium

35. Providing sites and structures for knowledge construction that matters and challenging that relates to the ______ dimension of the brain.

A. physiological

B. constructive

C. reflective

D. dispositional

Learning Objective: 5.1: Translate important information about the brain into designing leadership relationships and others’ success.

Cognitive Domain: Comprehension

Answer Location: Developing Your Brain Leading

Difficulty Level: Medium

36. ______ is a cognitive approach to engaging problems that embodies a specific mindset that is explorative, user-centered, divergent, multidisciplinary, integrative, and iterative.

A. Leadership capacity

B. Positive engagement

C. Emotional Intelligence

D. Design thinking

Learning Objective: 5.2: Understand the effective application of design thinking to designing leadership relationships.

Cognitive Domain: Knowledge

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Easy

37. The ______ mindset of design thinking assumes purposeful ambiguity and curiosity.

A. integrative

B. explorative

C. user-centered

D. iterative

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Medium

38. The ______ mindset of design thinking focuses on the user and how they experience and feel.

A. explorative

B. divergent

C. multidisciplinary

D. user-centered

Learning Objective: 5.5: Apply divergent thinking to generating ideas for building relationships.

Cognitive Domain: Comprehension

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Medium

39. The ______ mindset of design thinking is the mindset of generating many ideas for a single problem.

A. divergent

B. multidisciplinary

C. iterative

D. user-centered

Learning Objective: 5.5: Apply divergent thinking to generating ideas for building relationships.

Cognitive Domain: Comprehension

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Medium

40. The ______ mindset of design thinking engages many minds and pursues multiple areas of expertise.

A. divergent

B. explorative

C. user-centered

D. multidisciplinary

Learning Objective: 5.5: Apply divergent thinking to generating ideas for building relationships.

Cognitive Domain: Comprehension

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Medium

41. The ______ mindset of design thinking is the mindset of attending to and balancing multiple and contrasting variables, and creatively resolving tensions between them.

A. iterative

B. multidisciplinary

C. integrative

D. explorative

Learning Objective: 5.6: Formulate an iterative, integrative plan to sustain your leader-follower relationships.

Cognitive Domain: Comprehension

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Medium

42. The ______ mindset of design thinking is the mindset of always seeing solutions in process--assessing and improving.

A. integrative

B. divergent

C. user-centered

D. iterative

Learning Objective: 5.6: Formulate an iterative, integrative plan to sustain your leader-follower relationships.

Cognitive Domain: Comprehension

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Medium

43. A ______ is a problem that is difficult or impossible to solve because of incomplete information, multiple perspectives, dynamic variables, and interconnections with problems.

A. wicked problem

B. technical problem

C. complicated problem

D. challenging problem

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Knowledge

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Easy

44. Which of the following is not an example of a wicked problem?

A. assembling furniture

B. homelessness

C. effective leadership

D. drug abuse

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Application

Answer Location: Design Thinking for Your Leadership Toolbox

Difficulty Level: Medium

45. One of the greatest challenges in working with others is not their misunderstanding, but rather their conviction that their current misunderstanding is actually correct. They are known as being unconsciously incompetent. This notion has been captured in a model of learning called the Four Stages for ______.

A. Becoming Consciously Competent

B. Learning Any New Skill

C. Conscious Competence Learning

D. Acquiring Additional Knowledge

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Application

Answer Location: Explorative and User-Centered to Understand

Difficulty Level: Medium

46. Which stage of the Four Stages for Learning Any New Skill is based on being so clueless that you do not even realize how clueless you are?

A. unconscious competence

B. consciously incompetent

C. unconsciously incompetent

D. conscious competence

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Comprehension

Answer Location: Explorative and User-Centered to Understand

Difficulty Level: Medium

47. Which stage of the Four Stages for Learning Any New Skill is based on having a clue . . . but still limited skill?

A. unconsciously incompetent

B. conscious competence

C. unconscious competence

D. consciously incompetent

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Comprehension

Answer Location: Explorative and User-Centered to Understand

Difficulty Level: Medium

48. Which stage of the Four Stages for Learning Any New Skill is based on you knowing what you know and can do, and can do it?

A. consciously incompetent

B. conscious competence

C. unconscious competence

D. unconsciously incompetent

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Comprehension

Answer Location: Explorative and User-Centered to Understand

Difficulty Level: Medium

49. Which stage of the Four Stages for Learning Any New Skill is based on you being so skilled and so experienced that you do not even have to think about what you are doing--you just do it and do it well?

A. conscious competence

B. conscious incompetence

C. unconscious competence

D. unconsciously incompetent

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Comprehension

Answer Location: Explorative and User-Centered to Understand

Difficulty Level: Medium

50. The ______ and ______ design thinking dispositions help you to recognize, accept, and act on the idea that you might be mistaken--in the way you see a situation, your understanding of the problem or context, or in the solution you propose--and are critical to designing leadership relationships.

A. explorative; user-centered

B. multidisciplinary; user-centered

C. explorative; integrative

D. multidisciplinary; integrative

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Explorative and User-Centered to Understand

Difficulty Level: Medium

51. ______ is an inclination to ask questions, seek information, or otherwise inquire.

A. Ideation

B. Inquisitiveness

C. Ingratiation

D. Incubation

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Knowledge

Answer Location: Explorative

Difficulty Level: Easy

52. The ______ disposition can best be described as a combination of curiosity and inquisitiveness.

A. explorative

B. iterative

C. integrative

D. user-centered

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Explorative

Difficulty Level: Medium

53. Author Keri Smith encourages you and your followers to be “explorers of the world” as a playful yet important way to build a culture of inquisitiveness, curiosity, and questioning. Which of the following examples would not be a way in which to help you become an “explorer of the world?”

A. Everything is interesting. Look closer.

B. Trace things back to their origins.

C. Stay on one path without altering your course.

D. Use all of the senses in your investigations.

Learning Objective: 5.2: Understand the effective application of design thinking to designing leadership relationships.

Cognitive Domain: Application

Answer Location: Explorative

Difficulty Level: Medium

54. There are two facets to the ______ pursuit--one focuses on a specific problem and the other is a general nonspecific approach.

A. integrative

B. multidisciplinary

C. divergent

D. explorative

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Explorative

Difficulty Level: Medium

55. The ______ design approach has become increasingly used because it seeks to deeply and authentically understand those individuals who will be affected by the design.

A. explorative

B. integrative

C. user-centered

D. divergent

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: User-Centered

Difficulty Level: Medium

56. Developing a ______ disposition starts with respecting the perspectives of others, and then seeking to discover what that perspective entails.

A. user-centered

B. multidisciplinary

C. iterative

D. explorative

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: User-Centered

Difficulty Level: Medium

57. Answering the question of how to get inside someone else’s head is perhaps the most interesting and challenging facet of ______.

A. community engagement

B. calculated risk-taking

C. evidence-based decision-thinking

D. design thinking

Learning Objective: 5.2: Understand the effective application of design thinking to designing leadership relationships.

Cognitive Domain: Comprehension

Answer Location: User-Centered

Difficulty Level: Medium

58. A ______ is your mental representation of things in the world--not just the picture in your head, but how you understand things and even how you process information.

A. growth mindset

B. mental model

C. vision

D. disposition

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Knowledge

Answer Location: Empathy: User-Centeredness at the Deep End of the Pool

Difficulty Level: Easy

59. From a designing leadership perspective, you are seeking more than a deep and accurate understanding of your followers. You are also seeking a level of trust and authenticity that only comes with a connection built with true ______.

A. collaboration

B. design

C. intrinsic motivation

D. empathy

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Empathy: User-Centeredness at the Deep End of the Pool

Difficulty Level: Medium

60. One aspect of user-centeredness deals with how understanding the user will make it more likely the design will be accepted and used. Which of the following is not an example of this?

A. A mother knows that her child will not eat vegetables, so she hides them in a food he does enjoy such as muffins.

B. While out to eat, your friend forgets their wallet. They are then able to pay you with an app on their phone.

C. A mother notices that her child is not brushing his teeth for the recommended about of time. She then finds a teeth brushing app on her phone which plays a video for the correct amount of time that is needed for her child to brush his teeth.

D. A department store receives a shipment of shirts that is greater than they expected. To make sure that the shirts sell well, the store markets the shirts as a “limited time only” offer.

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: User-Centered

Difficulty Level: Medium

61. How politeness is expressed as a culture is an example of ______.

A. mental model

B. causal reasoning

C. growth mindset

D. metacognition

Learning Objective: 5.3: Assess successful leadership relationship-building practices.

Cognitive Domain: Comprehension

Answer Location: Empathy: User-Centeredness at the Deep End of the Pool

Difficulty Level: Medium

62. ______ is a process of satisfying minimal criteria with a solution that will suffice.

A. Appeasement

B. Intuitive decision-making

C. Conformity

D. Satisficing

Learning Objective: 5.5: Apply divergent thinking to generating ideas for building relationships.

Cognitive Domain: Knowledge

Answer Location: Divergent and Multidisciplinary to Imagine

Difficulty Level: Easy

63. Design thinkers utilize two habits of mind that help maximize their idea generating capability. These two habit are ______.

A. explorative thinking and divergent

B. divergent thinking and multidisciplinary thinking

C. multidisciplinary thinking and iterative thinking

D. iterative thinking and explorative thinking

Learning Objective: 5.5: Apply divergent thinking to generating ideas for building relationships.

Cognitive Domain: Comprehension

Answer Location: Divergent

Difficulty Level: Medium

64. Building your ______ thinking disposition requires engaging in any activities where you need to generate many ideas from a single problem.

A. divergent

B. integrative

C. iterative

D. explorative

Learning Objective: 5.5: Apply divergent thinking to generating ideas for building relationships.

Cognitive Domain: Comprehension

Answer Location: Divergent

Difficulty Level: Medium

65. The opposite of divergent thinking is ______ thinking, in which thinkers take lots of information and converge it into a single essay or test answer or model.

A. contradictory

B. oppositional

C. convergent

D. collaborative

Learning Objective: 5.5: Apply divergent thinking to generating ideas for building relationships.

Cognitive Domain: Comprehension

Answer Location: Divergent

Difficulty Level: Medium

66. A ______ disposition can be described with the idea of the T-shaped person.

A. divergent

B. multidisciplinary

C. integrative

D. user-centered

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Multidisciplinary

Difficulty Level: Medium

67. A ______-shaped person is a metaphor for expertise within and across disciplines.

A. Y

B. L

C. H

D. T

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Multidisciplinary

Difficulty Level: Medium

68. A new shopping complex is being built. Before construction can begin, a meeting needs to take place with all parties involved such as an architect, construction foreman, store franchise owners, and nearby residents. What type of design thinking disposition is this mainly an example of?

A. multidisciplinary

B. user-centered

C. explorative

D. divergent

Learning Objective: 5.4 Apply divergent thinking to generating ideas for building relationships.

Cognitive Domain: Application

Answer Location: Multidisciplinary

Difficulty Level: Medium

69. The ______ disposition represents habitual ways of thinking that facilitate leadership performance.

A. user-centered

B. iterative

C. integrative

D. multidisciplinary

Learning Objective: 5.6: Formulate an iterative, integrative plan to sustain your leader-follower relationships.

Cognitive Domain: Comprehension

Answer Location: Integrative

Difficulty Level: Medium

70. The ______ and ______ dispositions help you better understand others and your relationship with them.

A. user-centered; divergent

B. explorative; user-centered

C. divergent; iterative

D. iterative; explorative

Learning Objective: 5.2: Understand the effective application of design thinking to designing leadership relationships.

Cognitive Domain: Comprehension

Answer Location: Integrative and Iterative to Implement

Difficulty Level: Medium

71. The ______ and ______ dispositions help you generate many ideas and approaches to building relationships.

A. integrative; multidisciplinary

B. explorative; divergent

C. multidisciplinary; explorative

D. divergent; multidisciplinary

Learning Objective: 5.2: Understand the effective application of design thinking to designing leadership relationships.

Cognitive Domain: Comprehension

Answer Location: Integrative and Iterative to Implement

Difficulty Level: Medium

72. The ______ and ______ dispositions help you to sustain and grow your leadership relationships.

A. integrative; iterative

B. user-centered; integrative

C. iterative; multidisciplinary

D. multidisciplinary; integrative

Learning Objective: 5.2: Understand the effective application of design thinking to designing leadership relationships.

Cognitive Domain: Comprehension

Answer Location: Integrative and Iterative to Implement

Difficulty Level: Medium

73. ______ thinkers recognize their own mental models and are both capable and comfortable considering information contrary to that model.

A. Explorative

B. User-centered

C. Integrative

D. Multidisciplinary

Learning Objective: 5.6: Formulate an iterative, integrative plan to sustain your leader-follower relationships.

Cognitive Domain: Knowledge

Answer Location: Integrative

Difficulty Level: Easy

74. An incompetent follower today will likely become competent over time. This relates to the real-life scenario of an employee you know to be skilled having an “off” day. Which mindset of design thinking is most applicable?

A. divergent

B. iterative

C. user-centered

D. integrative

Learning Objective: 5.6: Formulate an iterative, integrative plan to sustain your leader-follower relationships.

Cognitive Domain: Application

Answer Location: Integrative

Difficulty Level: Medium

75. An infant progressing from rolling over, to a toddler crawling and falling while attempting to walk, and then eventually walking and running is an example of the try-fail-improve-try again cycle. Which mindset of design thinking is most applicable?

A. iterative

B. divergent

C. multidisciplinary

D. integrative

Learning Objective: 5.6: Formulate an iterative, integrative plan to sustain your leader-follower relationships.

Cognitive Domain: Application

Answer Location: Iterative

Difficulty Level: Medium

76. As a disposition applied to leadership relationships, ______ thinking communicates accountability, care, and reciprocal credibility.

A. user-centered

B. iterative

C. explorative

D. divergent

Learning Objective: 5.6: Formulate an iterative, integrative plan to sustain your leader-follower relationships.

Cognitive Domain: Comprehension

Answer Location: Iterative

Difficulty Level: Medium

Essay

1. Divergent thinking seems like all fun; however, the fun aspect often works against bringing it into serious organizations because of two fears. What are those fears?

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Divergent

Difficulty Level: Hard

2. What do the stem of the T and the cross of the T mean in the metaphor of a T-shaped person?

Learning Objective: 5.4: Plan and engage user-centered methods to better understand followers and design relationships.

Cognitive Domain: Comprehension

Answer Location: Multidisciplinary

Difficulty Level: Hard