Test Bank Docx Ch14 Leading And Leadership Development - Management Canada 5e | Complete Test Bank by John R. Schermerhorn Jr. DOCX document preview.
CHAPTER 14
LEADING AND LEADERSHIP DEVELOPMENT
Question type: True/False
1) The ability to get someone to do something you want done or to make things happen the way you want is called manipulation.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
2) For executive success to occur, the use of power should reflect the desire to influence and control others for the good of the group or organization as a whole.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
3) Managerial Power – Personal Power = Position Power.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
4) Reward power, coercive power, and legitimate power are different types of personal power.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
5) 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: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
6) Coercive power involves use of incentives such as pay raises, bonuses, promotions, special assignments, and verbal or written compliments.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
7) Legitimate power is the ability to influence through expertise.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
8) Morgan is a seasoned IT specialist and uses ‘expert power’ when offering to help the department manager in the selection, installation and training for a new networking system for the organization.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
9) Networking power is the ability to influence the behaviour of other people through identification.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
10) When a manager’s charisma or interpersonal attractiveness is used to influence the behaviour of subordinates, the manager is using referent power.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
11) 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.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
12) Visionary leadership is based on serving others and helping them use their talents fully so that organizations benefit society.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
13) Servant leadership is follower-centred and committed to helping others in their work.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
14) Empowerment, through servant leadership, enables others to gain and use decision-making power.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
15) In regard to servant leadership, “institutions function better when the idea, the dream, is to the fore, and the person, the leader, is seen as servant to the dream.”
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
16) Followership considers the concepts of the excitement of leadership and the passivity of followers, however it does not consider the responsibility of a shared leadership climate a viable option.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
17) Trait theories of leadership address the question of: “What personal characteristics separate effective leaders from ineffective leaders?”
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
18) Some personal traits, such as drive, self-confidence, creativity, cognitive ability, business knowledge, motivation, flexibility, honesty, and integrity are considered to be important for leadership success.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
19) A leader who is production-centred will regularly monitor the performance results of employees.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
20) An effective leader will be largely production-centred and mildly employee-centred.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
21) Leadership styles are concerned with determining the validity of the recurring patterns of behaviours exhibited by a leader.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
22) An autocratic style of leadership emphasizes task over people, keeps authority and information within the leader’s tight control, and acts in a unilateral command-and-control fashion.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
23) A democratic style of leadership shows little concern for task, lets the group make decisions, and acts with a “do the best you can and don’t bother me” attitude.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
24) A laissez-faire style of leadership is committed to both task and people, getting things done while sharing information, encouraging participation in decision making, and helping people develop their skills and competencies.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
25) A manager who follows a laissez-faire style of leadership is known as an impoverished manager.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
26) Human relations leadership style emphasizes the consideration of human capital more than any other leadership style.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
27) Contingency approaches to leadership attempt to answer the question: “When and under what circumstances is a particular leadership style preferable to others?”
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
28) The basic premise of Fiedler’s contingency theory is that leadership success depends on the match between leadership style and situational demands.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
29) In Fiedler’s contingency model, the least-preferred co-worker scale is used to measure a person’s leadership style.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
30) Fred Fiedler, the developer of the contingency theory of leadership, asserts that leadership style is relatively enduring and difficult to change and therefore leadership style must be fit to the situation.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
31) 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: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
32) 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: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
33) A guiding proposition of Fiedler’s contingency theory of leadership is that a relationship-oriented style works best in low-control situations and a task-oriented style works best in high-control situations.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
34) The basic premise of the Hersey-Blanchard situational leadership model is that managers should adjust their leadership styles depending on the readiness of the followers to perform in a given situation.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
35) According to the Hersey-Blanchard situational leadership model, employee readiness is determined by the followers’ ability, willingness, and confidence in performing required tasks.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
36) In the Hersey-Blanchard situational leadership model, participating is a high-task, high-relationship style, and selling is a high-task, low-relationship style.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
37) In the Hersey-Blanchard situational leadership model, a manager who explains task directions persuasively and with much support is using the telling style.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
38) The four leadership styles in the Hersey-Blanchard situational leadership model are delegating, participating, instruction and selling.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
39) Robert House’s path–goal theory contributed to the recognition to the concept of leadership substitutes.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
40) The basic premise of House’s path–goal contingency leadership theory is that effective leaders clarify the path through which followers can achieve both task-related and personal goals.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
41) According to House’s path–goal leadership model, directive leadership involves letting employees know what is expected, giving direction on what, when and how to complete a task or project, and clarifying the leader’s role in the group. On the other hand managers use supportive leadership will consult with employees by asking questions and using their suggestions when making a decision
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Analytic
42) According to House’s path–goal model, a manager is showing a participative leadership style when they set challenging goals for their employees, expect the highest level of performance and emphasize continuous improvement in performance. Achievement-oriented leadership involves doing things to make work more pleasant, treating group members as equals, being friendly and approachable, and showing concern for the well-being of subordinates.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Analytic
43) According to House’s path–goal leadership model, supportive leadership is needed to increase confidence by emphasizing individual abilities and offering needed task assistance when worker self-confidence is low.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
44) Follower characteristics include task structure, authority system, and work group.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
45) The ability, experience, and independence of subordinates; the clarity of organizational plans and formalization of rules; and routineness and availability of performance feedback can serve as effective substitutes for leadership.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
46) The Leader-Member Exchange theory is the idea that in many leadership situations, not everyone is treated the same by the leader.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
47) In the LMX theory, the “in-group” members are considered the best performers and enjoy special and trusted relationships with the leaders that can translate into special assignments, privileges, and access to information.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
48) The notion underlying the LMX theory is that as a leader and follower interact over time, their exchanges end up defining the follower’s role.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
49) One of the implications of the LMX theory is that the nature of the exchange is determined by the leader and based on some presumed characteristic of the follower.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
50) Within the LMX theory, a high-quality exchange is usually based on perceived unfavourable personality, compatibility, and competency.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
51) The Vroom-Jago leader-participation model is designed to help leaders choose an appropriate decision-making method for any problem situation.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
52) According to the Vroom-Jago leader-participation model, a power-oriented decision occurs when the leader makes the decision alone and then communicates it to the work group.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
53) According to the Vroom-Jago leader-participation model, a consultative decision occurs when the leader makes the decision after receiving information, advice, or opinions from group members.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
54) The consultative decision option of the Vroom-Jago leader-participation model is being used when the manager convenes the group, shares the problem, and then facilitates group discussion to make a decision.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
55) The Vroom-Jago leader-participation theory indicates that a leader should use the more authority-oriented decision methods when the leader has the expertise needed to solve the problem; the leader is confident and capable of acting alone; others are likely to accept the decision the leader makes; and little or no time is available for discussion.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
56) The potential disadvantage(s) of participative decision methods within the context of the Vroom-Jago leader-participation model include lost efficiency and the lack of usefulness when problems must be resolved immediately.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
57) Consultative decisions and group decisions contribute to leadership development by allowing others to gain experience in the problem-solving process.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
58) Transformational leaders use their personalities, character, and insight to inspire others while charismatic leaders are able to get people to put forth extraordinary effort and achieve extraordinary performance.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
59) Both transformational leaders and charismatic leaders are able to lead, inspire and motivate people in part due to the personalities and character.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
60) Transformational leadership is likely being used when followers remain loyal and devoted to the leader and strive for superior performance accomplishments.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
61) Using the power of personal reference and emotion to arouse others’ enthusiasm, faith, loyalty, pride, and trust in themselves describes the transformational leadership attribute of charisma.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
62) Helping others develop, removing performance obstacles, sharing responsibilities, and delegating truly challenging work describes the transformational leadership attribute of empowerment.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
63) Emotional intelligence is ability to manage our emotions in social relationships.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
64) A leader’s emotional intelligence has little or no influence on a leader’s effectiveness, especially in today’s senior management positions.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
65) The components of emotional intelligence include self-awareness, self-regulation, motivation, empathy, and social skill.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
66) Emotional intelligence is especially important to lower and middle managers and their leadership success.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
67) The gender similarities hypothesis states that males and females are not similar in terms of psychological properties.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
68) The leadership double bind is a result of stereotyped expectations placed on leaders and their leadership style based on their gender.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
69) Women tend to exhibit more democratic and participative behaviours in their leadership approaches.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
70) Interactive leadership is typically attributed to men..
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
71) Given the current emphasis on shared power, communication, cooperation, and participation in new-form organizations, interactive leadership appears to be an excellent fit with the demands of a diverse workforce and the new workplace.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
72) Despite gender, future leadership success will require the capacity to lead through openness, positive relationships, support, and empowerment.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
73) Interactive leadership uses command-and-control use of position power to get work done.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
74) Moral leadership begins with personal integrity, a concept fundamental to the notion of transformational leadership.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
75) The concept of servant leadership fits with the concept of a moral leader.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
76) Authentic leadership activates performance through the positive psychological states of confidence, hope, optimism, and resilience.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
77) Character leaders are those with values, traits and virtues that prompt believability and trust through a variety of characteristics.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
78) Long-term, sustainable success can only be built upon a foundation of solid ethical behaviour.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
79) Integrity is an essential element of both transformational leadership and good old-fashioned leadership.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
80) Without integrity a leader cannot be honest, credible or consistent in what they do.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
81) According to Peter Drucker, effective leadership is primarily based on being clever and not on being consistent.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
82) According to Peter Drucker, effective leadership should be viewed as “good old-fashioned hard work”.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
83) According to Peter Drucker, effective leadership should be viewed as the capacity to use charisma in transforming organizations and the ability to use charisma to influence both enthusiastic and recalcitrant followers.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
84) The saying “The buck stops here” is a leadership phrase coined by Peter Drucker.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
85) In the context of Drucker’s “old-fashioned” leadership, defining and establishing a sense of mission involves setting goals, priorities, and standards; keeping them visible; and maintaining them.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
86) According to Drucker’s concept of “old-fashioned” leadership, accepting leadership as a responsibility rather than a rank involves the leader having personal integrity, not blaming others when things go wrong, and actions that are consistent with what is said.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
Question type: Multiple Choice
87) Which of the following is a not function of leading?
a) setting directions and objectives
b) bringing together resources
c) creating structures
d) motivating commitment and hard work
e) ensuring results
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
88) The ability to get someone to do something you want done or to make things happen the way you want is called ___.
a) leadership
b) political behaviour
c) manipulation
d) control
e) power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
89) Which of the following statements accurately describe the positive face of power?
a) It is the foundation of effective leadership.
b) It is the ability to make things happen for the good of the group as a whole.
c) It is the ability to make things happen for the good of the organization as a whole.
d) all of the above
e) none of the above
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
90) Reward power, coercive power, and legitimate power are different types of ___.
a) formal leadership
b) position power
c) informal leadership
d) personal power
e) directive leadership
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
91) Which of the following is a basis of personal power?
a) reward power
b) coercive power
c) legitimate power
d) authority power
e) referent power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
92) Which of the following would not be considered a source of position power for a manager?
a) the ability to give special monetary rewards to deserving subordinates
b) possession of a charismatic personality
c) the ability to recommend disciplinary action for subordinates
d) being a high-ranking executive in the company
e) the flexibility to schedule some subordinates into the most desirable job assignments
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
93) ___ is the ability to influence the behaviour of other people because of one’s capacity to offer positive outcomes to various business situations.
a) Legitimate power
b) Expert power
c) Coercive power
d) Referent power
e) Reward power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
94) Which of the following accurately defines reward power?
a) It is the capacity to offer something of value as a means of influencing other people.
b) Reward power is the ability to punish or withhold positive outcomes as a means of influencing other people.
c) The ability to influence other people by virtue of formal authority, or the rights of office.
d) It is the capacity to influence other people because of specialized knowledge.
e) Reward power is the capacity to influence other people by personally identifying with them.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
95) Jamie is Ainsley’s manager and has suggested to Ainsley that if Ainsley can complete an important assignment by the end of the day, then Jamie would be able to give Ainsley two days of extra pay. Which of the following types of leadership powers is Jamie displaying?
a) coercive power
b) legitimate power
c) expert power
d) reward power
e) referent power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
96) Coercive power is the capacity to
a) offer something of value as a means of influencing other people.
b) influence other people by virtue of formal authority, or the rights of office.
c) punish or withhold positive outcomes as a means of influencing other people.
d) influence other people because of specialized knowledge.
e) influence other people by personally identifying with them.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
97) ___ is the ability to influence the behaviour of other people because of one’s capacity to punish or withhold positive outcomes.
a) Legitimate power
b) Expert power
c) Coercive power
d) Referent power
e) Reward power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
98) Pat manages a transport company, and has discovered that one of the employees, Frances, is habitually late on deliveries. Pat has threatened to fire Frances if performance did not improve and deliveries continue to be later. What power has Pat exerted over Frances?
a) coercive power
b) legitimate power
c) expert power
d) reward power
e) referent power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
99) ___ is the ability to influence the behaviour of other people because of one’s organizational position or status.
a) Legitimate power
b) Expert power
c) Coercive power
d) Referent power
e) Reward power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
100) Which of the following is true of legitimate power?
a) Legitimate power only be obtained through the use of incentives such as pay raises, bonuses, promotions, special assignments, and verbal or written compliments.
b) This type of power can only be gained from experience and accomplishments as well as access to useful information.
c) It is the right by virtue of one’s organizational position or status to exercise control over persons in subordinate positions.
d) Legitimate power exists only when people expect rewards and a leader makes rewards inconsistently available.
e) It is derived from charisma or interpersonal attractiveness.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
101) Taylor, a manager in a department store, has told Morgan to check the inventory in one of the largest display areas in the store. Morgan says this cannot be done straight away because of other job duties. Taylor tells Morgan to check the inventory now because as the boss Morgan must do whatever job related tasks Taylor sets out. Taylor is trying to use ___ power to influence Morgan’s behaviour.
a) personal
b) referent
c) legitimate
d) coercive
e) formal
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
102) Kaden, a store manager, asked Dakota, a store clerk, to stack cereal boxes at the back of the store. Dakota told Kaden that doing so would result in a drop in the sale of cereal boxes. Kaden asked Dakota to refrain from questioning Kaden’s judgment and instead to follow the instructions as given. What type of power did Kaden exert over Dakota?
a) coercive power
b) legitimate power
c) expert power
d) reward power
e) referent power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
103) Legitimate power differs from referent power in that legitimate power is the ability to influence through ____________ while referent power is the ability to influence through _________.
a) authority; identification.
b) skills and knowledge; authority.
c) authority; punishment
d) punishment; identification.
e) rewards; authority.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
104) Which of the following would not be considered a source of personal power for a manager?
a) the ability to influence because of special expertise
b) possession of a charismatic personality
c) the ability to influence through personal identification
d) holding a high-ranking title in the management hierarchy
e) having specific knowledge to solve a problem
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
105) Expert power is the capacity to ________.
a) influence other people by virtue of formal authority, or the rights of office.
b) influence other people because of specialized knowledge.
c) offer something of value as a means of influencing other people.
d) influence other people by personally identifying with them.
e) punish or withhold positive outcomes as a means of influencing other people.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
106) Harper, who is very is skilled and knowledgeable in technical area, always makes it a point to always offer help to colleagues. Because Harper’s skill and knowledge is well known throughout the organization, everyone tends to trust Harper’s judgment. What type of power is Harper demonstrating?
a) legitimate power
b) expert power
c) coercive power
d) referent power
e) reward power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
107) A doctor is using ___ power when giving treatment options to a patient who is suffering from a debilitating disease.
a) legitimate
b) reward
c) expert
d) coercive
e) referent
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
108) Expert power and referent power are different types of ___.
a) formal leadership
b) position power
c) informal leadership
d) personal power
e) transformational leadership
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
109) When a manager uses networking power, the manager has the capacity to
a) influence other people using specialized knowledge.
b) influence other people through access to information and their contacts.
c) punish or withhold positive outcomes as a means of influencing other people.
d) influence other people because of their desire to identify personally with the manager.
e) offer something of value as a means of influencing other people.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
110) When a manager’s charisma or interpersonal attractiveness is used to influence the behaviour of subordinates, the manager is using ___.
a) referent power
b) human relations leadership
c) expert power
d) position power
e) participative leadership
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
111) Which of the following is true of referent power?
a) Referent power is maintained only by protecting one’s credibility by not overstepping boundaries and pretending to have expertise that really isn’t there.
b) This power type is based on serving others and helping them use their talents fully so that organizations benefit society.
c) It never allows others to exercise power and achieve influence within an organization.
d) Referent power can be developed and maintained through good interpersonal relationships that encourage the admiration and respect of others.
e) It never allows managers to act in a unilateral fashion.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
112) Dana was asked by Riley, the department manager to take on a difficult assignment. Even though Dana was completely occupied with other tasks, Dana took on the assignment without hesitation. Dana’s motivation for taking on the assignment was the opportunity to develop a positive relationship with Riley. What power has Riley exerted over Dana?
a) coercive power
b) legitimate power
c) expert power
d) reward power
e) referent power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
113) Vision, which is frequently associated with effective leadership, refers to ___.
a) the leader’s capacity to plan, organize, and control
b) a future that one hopes to create or achieve in order to improve upon the present state of affairs
c) the ability to spontaneously take charge in a group situation
d) the leader’s capacity to influence superiors
e) the knowledge of when to use position power and when not use it
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
114) ___ describes a leader who brings to the situation a clear and compelling sense of the future as well as an understanding of the actions needed to get there successfully.
a) Visionary leadership
b) Participative leadership
c) Consultative leadership
d) Charismatic leadership
e) Transformational leadership
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
115) Which of the following is not a core principle that should be practiced by managers who want to meet the challenges of visionary leadership?
a) be a team player
b) be a pioneer
c) be a consistent role model of behaviour
d) be enthusiastic and inspire others to share a common vision
e) be first with ideas and right in all you do
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
116) ___ describes a leader who is follower-centred and committed to helping others in their work.
a) Visionary leadership
b) Participative leadership
c) Consultative leadership
d) Servant leadership
e) Charismatic leadership
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
117) The form of leadership based on commitment to serving others, to helping people use their talents to full potential while working together to benefit society is called
a) charismatic leadership.
b) participative leadership.
c) servant leadership.
d) visionary leadership.
e) selfless leadership.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
118) Which of the following accurately defines “empowerment”?
a) Empowerment is the ability to manage emotions in social relationships.
b) The ability to exercise dominating power over people to force them to be more productive defines what empowerment is.
c) Empowerment is the ability to act with honesty, credibility, and consistency in putting values into action.
d) Explaining task directions in a supportive and persuasive way.
e) The process of allowing others to exercise power and achieve influence within an organization.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
119) ___is generated when a leader shifts the focus from themselves to others, allowing others to gain and use decision-making powers.
a) Expert power
b) Referent power
c) Empowerment
d) Coercive power
e) Legitimate power
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
120) Effective leaders empower others by providing them with the ___ to make decisions and act independently within their areas of expertise.
a) information, problem-solving techniques, team cohesiveness, and information technology
b) responsibility, concern for people, concern for task, and supportive style
c) authority, task directions, task orientation, and information technology
d) trust, task needs, maintenance needs, and participation
e) information, responsibility, authority, and trust
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
121) Which of the following is not an effective method of empowering others?
a) Provide employees with information and responsibility.
b) Encourage others to take initiative and make decisions.
c) Create an environment of cooperation, trust, and shared ownership of goals.
d) Provide close supervision and tight control.
e) Let others put their ideas and solutions into practice.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
122) Chris is a manager who believes in being inclusive in decision making. In keeping with this philosophy Chris allows her subordinates to voice their opinion about relevant projects and believes in helping them use their talents fully so that the organization can benefit the society. Chris 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 Chris follow?
a) servant leadership
b) autocratic leadership
c) directive leadership
d) achievement-oriented leadership
e) laissez-faire leadership
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
123) The leadership _________ approach to the study of leadership focuses on a leader’s personal characteristics as the primary determinants of leadership success.
a) trait
b) behavioural
c) contingency
d) situational
e) path–goal
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
124) When a leader enjoys influencing others to achieve shared goals, it can be said that the leader has the leadership trait of ___.
a) dependability
b) flexibility
c) cognitive ability
d) integrity
e) motivation
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
125) When a leader is said to have cognitive ability what does it typically indicate?
a) The leader has high energy, displays initiative, and is tenacious.
b) The leader is creative and original in his or her thinking.
c) The leader has the intelligence to integrate and interpret information.
d) The leader enjoys influencing others to achieve shared goals.
e) The leader has confidence in his or her abilities.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
126) Traits that are common among successful leaders include all of the following except
a) drive, motivation, and self-confidence.
b) honesty and integrity.
c) cognitive ability and business knowledge.
d) being a people person.
e) creativity and flexibility.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
127) Which of the following statements accurately describe the search for traits that characterize effective leaders?
a) Certain personal traits do seem to identify successful leadership, although they must always be considered along with situational factors.
b) Research indicates that physical traits such as height, weight, and physique have no relationship to leadership success.
c) Some personal traits, such as drive, self-confidence, creativity, cognitive ability, business knowledge, motivation, flexibility, and honesty and integrity are considered to be important for leadership success.
d) All of the above statements are accurate.
e) None of the above statements are accurate.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Evaluation
Difficulty: Hard
AACSB: Analytic
128) ___ is concerned with the recurring pattern of behaviours exhibited by a leader.
a) Behavioural leadership theory
b) Situational control
c) Supportive leadership
d) Leadership style
e) Democratic leadership
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
129) From the following statements identify the function of a leader who is production-centred.
a) Displays sensitivity toward the needs of employees.
b) Monitors performance results of employees.
c) Shows trust in employees.
d) Acts with supportiveness toward employees.
e) Respects the feelings of employees.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
130) Which of the following is true of a leader who is production-centred?
a) The leader allows employees to choose their own work.
b) The leader lets employees take their own time to complete work.
c) The leader sets clear work standards for employees.
d) The leader maintains good social relations with employees.
e) The leader shows trust in employees and allows them to make decisions regarding work.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
131) A manager who has high concern for task uses a leadership style that emphasizes all of the following except
a) planning and defining work to be done.
b) assigning task responsibilities.
c) setting clear work standards.
d) trusting subordinates.
e) monitoring task performance.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
132) According to leader behaviour research, a manager who acts warm and supportive toward followers, maintains good social relations with them, respects their feelings, is sensitive to their needs, and shows trust in them is ___.
a) high in concern for task
b) high in concern for people
c) low in concern for people
d) low in concern for task
e) high in concern for task, low in concern for people
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
133) When a leader is high in concern for task performance, that leader
a) assigns task responsibilities to employees.
b) maintains good social relations with employees.
c) is sensitive toward employees’ needs.
d) is supportive toward employees.
e) shows trust in employees.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
134) An employee-centred leader
a) monitors the performance of employees.
b) urges task completion from employees.
c) sets clear work standards for employees.
d) maintains good social relations with employees.
e) defines the work to be done by employees.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
135) When a leader is high in concern for people, that leader
a) assigns task responsibilities.
b) urges task completion from employees.
c) monitors the performance of employees.
d) sets clear work standards for employees.
e) acts with supportiveness toward employees.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
136) Which of the following characteristics refers to a leader practicing a human relations style of leadership?
a) acting in a command-and-control fashion
b) acting in a unilateral fashion
c) acting with a “do the best you can and don’t bother me” attitude
d) retaining authority and information
e) emphasizing people over task
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
137) Which of the following kinds of management traits would a human relations leader have?
a) low concern for production; low concern for people
b) low concern for people; high concern for production
c) high concern for production; high concern for people
d) high concern for people; low concern for production
e) constantly changing concern for both people and production
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
138) Addison is a manager who values maintaining social relationships with all of the employees in the department. Addison treats them like family and allows them to take days off even if it means that work will be compromised. Each employee’s performance is tracked and whenever performance is less than stellar Addison tries in whatever appropriate way to help the employee improve. What leadership style is Addison following?
a) autocratic style
b) human relations style
c) laissez-faire style
d) democratic style
e) impoverished style
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
139) Which of the following management traits would a democratic leader have?
a) low concern for production; low concern for people
b) low concern for people; high concern for production
c) high concern for production; high concern for people
d) high concern for people; low concern for production
e) constantly changing concern for both people and production
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
140) Which of the following is a characteristic of a democratic leader?
a) getting things done while sharing information
b) retaining authority and information
c) acting in a unilateral fashion
d) acting in a command-and-control fashion
e) acting with a “do the best you can and don’t bother me” attitude
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
141) As the supervisor of four sales representatives, Pat encourages department staff to make their decisions as a group while making sure that they take all policies and procedures into consideration. Pat is using the ___ style of leadership.
a) human relations
b) laissez-faire
c) democratic
d) autocratic
e) middle-of-road
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
142) A(n) ___ of leadership shows little concern for task, lets the group make decisions, and acts with a “do the best you can and don’t bother me” attitude.
a) moral style
b) autocratic style
c) laissez-faire style
d) democratic style
e) human relations style
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
143) Which of the following management traits would a laissez-faire leader have?
a) low concern for production; low concern for people
b) low concern for people; high concern for production
c) high concern for production; high concern for people
d) high concern for people; low concern for production
e) balanced and equal concern for people and production
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
144) Kelly is the marketing manager for a local development company and has just handed the team their 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 Kelly employ?
a) autocratic leadership style
b) human relations style
c) laissez-faire style
d) democratic style
e) impoverished manager style
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
145) A(n) ___ of leadership emphasizes task over people, keeps authority and information within the leader’s tight control, and acts in a unilateral command-and-control fashion.
a) moral style
b) autocratic style
c) laissez-faire style
d) democratic style
e) human relations style
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
146) Which of the following is a characteristic of an autocratic leader?
a) emphasizes tasks over people
b) lets team members make decisions
c) shows little concern for tasks
d) encourages participation in decision making
e) helps others develop their skills and capabilities
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
147) Which of the following management traits would an autocratic leader have?
a) low concern for production; low concern for people
b) low concern for people; high concern for production
c) high concern for production; high concern for people
d) high concern for people; low concern for production
e) constantly changing concern for both people and production
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
148) Jordan is a manager who prioritizes efficiency over everything else. To achieve this Jordan micromanages all of the employees in the department and assigns them their tasks. Employees are not permitted to make independent decisions or participate in the decision-making process. If an employee needs time off they must make a formal request with a clear plan and timeline as to when their lost time, and work, will be made-up. Which leadership style does Jordan follow?
a) servant leadership
b) autocratic leadership
c) directive leadership
d) achievement-oriented leadership
e) laissez-faire leadership
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
149) Which of the following is another term for a Laissez-faire leader?.
a) achievement-oriented
b) team
c) authority-obedience
d) country club
e) impoverished
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
150) An autocratic leader may also be referred to as a _________ manager.
a) country club
b) team
c) impoverished
d) authority-obedience
e) achievement-oriented
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
151) A(n) ___ manager follows a human relations style of leadership.
a) team
b) country club
c) impoverished
d) authority-obedience
e) achievement-oriented
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
152) ___ attempt to answer the question: “When and under what circumstances is a particular leadership style preferable to others?”
a) Power-based approaches to leadership
b) Trait approaches to leadership
c) Behavioural approaches to leadership
d) Contingency approaches to leadership
e) Ethical approaches to leadership
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
153) The basic premise of Fiedler’s contingency theory is that leadership success depends on ___.
a) the manager’s relationship with the employees
b) the manager’s ability to change styles, given the situation
c) the match between leadership style and situational demands
d) the personality of the manager and the employees
e) the manager’s knowledge of the work situation
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
154) In Fiedler’s contingency model, the ___ scale is used to measure a person’s leadership style.
a) leader personality contingency
b) leadership profile categorization
c) least-preferred co-worker
d) leader-participation contingencies
e) leadership power concerns
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
155) In Fiedler’s contingency model, a person’s leadership style is described as either ___ or ___.
a) task motivated; relationship motivated
b) team manager; impoverished manager
c) delegating; participating
d) selling; telling
e) supportive; achievement-oriented
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
156) What are the three variables that determine a leader’s situational control according to Fiedler’s contingency theory?
a) referent power, leadership style, and task structure
b) personal power, leadership style, and leader–member relations
c) expert power, task structure, and leader–member relations
d) position power, task structure, and leader–member relations
e) expert power, leadership style, and task structure
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
157) According to Fiedler’s contingency model, the quality of leader–member relations measures the ___.
a) degree to which a group supports a leader
b) extent to which task goals and procedures are clearly spelled out
c) extent to which a leader has authority over his or her supporters
d) degree to which the position gives a leader power to reward subordinates
e) degree to which the position gives a leader power to punish subordinates
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
158) Assume you are the supervisor of a group of bank tellers. Your subordinates are highly supportive, their jobs are well defined, and you have clear authority to evaluate and reward their performance. Which of the following leadership styles would be most recommended based upon Fiedler’s theory?
a) task-oriented
b) relationship-oriented
c) human relations
d) team-oriented
e) achievement-oriented
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
159) Suppose that the following features characterize the leadership situation in a specific work team:
(1) The skills required in each team member’s job, the order in which tasks are to be performed, and the interdependencies among the various jobs are all clearly defined.
(2) The supervisor frequently criticizes team members and readily punishes them because he has the power to do so.
(3) Because the supervisor is punitive, the team members try to undermine his authority and sabotage his leadership.
Which leadership style likely would be most effective in this situation?
a) task-oriented
b) relationship-oriented
c) human relations
d) team-oriented
e) achievement-oriented
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Evaluation
Difficulty: Hard
AACSB: Analytic
160) Which of the following is suggested by the Hersey-Blanchard situational leadership model?
a) Successful leaders can only be visionary.
b) Successful leaders only follow the servant leadership style.
c) Successful leaders are all task motivated.
d) Successful leaders may adjust their style of leadership.
e) Successful leaders always stick to any one particular form of leadership style.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
161) The basic premise of the Hersey-Blanchard situational leadership model is that ___.
a) managers should find situations that suit their leadership style
b) managers should first define the situational demands of the work setting
c) managers should determine the amount of situational control they believe they have in each situation
d) managers should adjust their leadership styles depending on the readiness of the followers to perform in a given situation
e) managers should use the leadership style that is most comfortable for them
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
162) According to the Hersey-Blanchard’s situational leadership model, employee readiness is determined by ___.
a) ability, willingness, and confidence of the followers in performing required tasks
b) position power, task structure, and leader–member relations
c) task, relationship, and decision-making ability of the followers
d) motivation, desire, and control of the leader
e) intelligence, ability, and motivation of the followers
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
163) Charlie is highly capable of performing all of the job-related duties and responsibilities required in terms of ability, willingness, and confidence. According to Hersey and Blanchard, which style would work best in this situation?
a) telling
b) selling
c) directing
d) delegating
e) participating
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
164) According to the Hersey-Blanchard situational leadership model, the delegating style of leadership works best in
a) low-readiness situations, where followers are unable and unwilling, or insecure.
b) low-to-medium-readiness followers who are able but unwilling, or insecure.
c) medium-to-high-readiness followers who are unable, but willing or confident.
d) low-readiness followers who are unable but willing and insecure.
e) high-readiness situations with able, willing, and confident followers.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
165) Which of the following types of leadership styles follows a low-task, low-relationship feature according to the Hersey-Blanchard situational leadership model?
a) instructing
b) participating
c) selling
d) telling
e) delegating
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
166) According to the Hersey-Blanchard situational leadership model, the telling style of leadership works best in
a) low-readiness followers who are unable but willing and insecure.
b) low-readiness situations, where followers are unable and unwilling, or insecure.
c) high-readiness situations with able, willing, and confident followers.
d) medium-to-high-readiness followers who are unable, but willing or confident.
e) low-to-medium-readiness followers who are able but unwilling, or insecure.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
167) Which of the following types of leadership styles follows a low-task, high-relationship feature according to the Hersey-Blanchard situational leadership model?
a) instructing
b) participating
c) selling
d) telling
e) delegating
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
168) In which of the following situations is the participating style of leadership recommended?
a) One with low-to-medium-readiness followers who are able but unwilling, or insecure.
b) Situations with medium-to-high-readiness followers who are unable but willing or confident.
c) Where there are low-readiness followers who are unable but willing and insecure.
d) One with low-readiness situations, where followers are unable and unwilling, or insecure.
e) In situations where there is high-readiness with able, willing, and confident followers.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
169) The selling style of leadership is recommended for
a) low-readiness followers who are unable but willing and insecure.
b) low-to-medium-readiness followers who are able but unwilling, or insecure.
c) medium-to-high-readiness followers who are unable, but willing or confident.
d) high-readiness situations with able, willing, and confident followers.
e) low-readiness situations, where followers are unable and unwilling, or insecure.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
170) Which of the following types of leadership styles follows a high-task, high-relationship feature according to the Hersey-Blanchard situational leadership model?
a) instructing
b) participating
c) selling
d) telling
e) delegating
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
171) The basic premise of House’s path–goal contingency leadership theory is that ___.
a) effective leaders should adapt their style to suit the employee
b) since leadership style is part of the individual’s basic character, effective leaders will find a situation most suitable to their style
c) managers can be taught the one best leadership style
d) effective leaders clarify the path through which followers can achieve both task-related and personal goals
e) effective leaders provide the motivation for their followers to achieve organizational objectives
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
172) Which of the following is true of the path–goal theory?
a) It disregards the tendency of leaders to develop special relationships with some team members.
b) It advances the theory that that one leadership style can fit all situations in decision making.
c) It promotes using just two types of leadership styles for varying situations.
d) It advances theories against changing leadership styles according to situations.
e) It advises leaders to shift among the four leadership styles in ways that fit situational needs.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
173) House’s path–goal leadership model advises managers to use leadership styles that complement situational needs. Which of the following statements accurately represents the advice provided by the path–goal model?
a) When job assignments are ambiguous, directive leadership is needed to clarify task objectives and expected rewards.
b) When worker self-confidence is low, supportive leadership is needed to increase confidence by emphasizing individual abilities and offering needed task assistance.
c) When performance incentives are poor, participative leadership is needed to clarify individual needs and identify appropriate rewards.
d) When task challenge is insufficient, achievement-oriented leadership is needed to set goals and raise performance aspirations.
e) All of these are accurate statements.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
174) According to House’s path–goal leadership model, which of the following behaviours is part of a directive leadership style?
a) showing concern for the status and needs of subordinates
b) soliciting the suggestions of subordinates
c) displaying confidence that subordinates are able to meet high standards
d) treating subordinates as equals
e) maintaining definite standards of performance
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
175) Which of the following is true of directive leadership?
a) When job assignments are unclear, directive leadership helps to clarify task objectives and expected rewards.
b) When worker self-confidence is low, directive leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
c) When task challenge is insufficient in a job, directive leadership helps to set goals and raise performance aspirations.
d) When performance incentives are poor, directive leadership can clarify individual needs and identify appropriate rewards.
e) When a leader is short of ideas, directive leadership encourages workers to give their suggestions.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
176) According to House’s path–goal leadership theory, a manager who ___ is showing a supportive leadership style.
a) lets subordinates know what performance is expected
b) urges subordinates to perform at their highest level
c) consults with subordinates before making job changes
d) treats subordinates as equals and acts friendly toward them
e) uses subordinates’ suggestions in making decisions
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
177) From the following, identify the function of the supportive leadership style in the path–goal leadership theory.
a) setting challenging goals
b) treating team members as equals
c) expecting the highest levels of performance
d) involving team members in decision making
e) clarifying the leader’s role in a group
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
178) Which of the following is true of supportive leadership?
a) When task challenge is insufficient in a job, supportive leadership helps to set goals and raise performance aspirations.
b) When worker self-confidence is low, supportive leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
c) When a leader is short of ideas, supportive leadership encourages workers to give their suggestions.
d) When performance incentives are poor, supportive leadership might clarify individual needs and identify appropriate rewards.
e) When job assignments are unclear, supportive leadership helps to clarify task objectives and expected rewards.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
179) According to the path–goal leadership theory, which of the following is highlighted in an achievement-oriented leadership style?
a) showing concern for the well-being of subordinates
b) clarifying the leader’s role in a group
c) emphasizing continuous improvement in performance
d) consulting team members and asking for suggestions
e) treating team members as equals
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
180) Which of the following is true of achievement-oriented leadership?
a) When performance incentives are poor, achievement-oriented leadership helps to clarify individual needs and identify appropriate rewards.
b) When a leader is short of ideas, achievement-oriented leadership encourages workers to give their suggestions.
c) When job assignments are unclear, achievement-oriented leadership helps to clarify task objectives and expected rewards.
d) When task challenge is insufficient in a job, achievement-oriented leadership helps to set goals and raise performance aspirations.
e) When worker self-confidence is low, achievement-oriented leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
181) Identify the function emphasized by participative leadership from the following statements.
a) setting challenging goals
b) expecting the highest levels of performance
c) maintaining definite standards of performance
d) involving team members in decision making
e) clarifying the leader’s role in a group
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
182) Which of the following is true of participative leadership?
a) When task challenge is insufficient in a job, participative leadership helps to set goals and raise performance aspirations.
b) When worker self-confidence is low, participative leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
c) When performance incentives are poor, participative leadership helps to clarify individual needs and identify appropriate rewards.
d) When work is not scheduled, participative leadership can schedule work in an orderly manner.
e) When job assignments are unclear, participative leadership helps to clarify task objectives and expected rewards.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
183) Avery and Jean are managers. Avery spends a lot of time scheduling work to be done and providing guidance on its accomplishment. Jean takes great care to listen to subordinates’ concerns and act friendly toward them. In the terminology of House’s path–goal theory, Avery is acting as a(n) ___ leader, while Jean is acting as a(n) ___ leader.
a) directive; achievement-oriented
b) directive; supportive
c) achievement-oriented; participative
d) achievement-oriented; supportive
e) autocratic; democratic
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
184) Sean, a young manager, strongly believes that all of the employees in the department have the potential to accomplish better results on their jobs. Sean believes that setting bold and ambitious objectives for the team members will enhance their overall performance levels. According to the path–goal theory, which of the following leadership styles has Sean adopted?
a) directive leadership
b) supportive leadership
c) telling leadership
d) participative leadership
e) achievement-oriented leadership
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
185) When it comes to performing at work, Charlie the sales manager makes sure to consult with all department employees on different strategies to solve work-rated problems, especially when it comes to complicated and/or disgruntled customers. According to path–goal theory, Charlie is demonstrating which leadership style?
a) supportive leadership
b) participative leadership
c) achievement-oriented
d) cooperative leadership
e) directive leadership
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
186) When one of Morgan’s employees faces a major challenge such as not meeting their targets, sales manager Morgan provides insight on how to deal with the challenge, using wisdom from having twenty years of experience in the sales field. According to path–goal theory, Morgan is demonstrating which leadership style?
a) supportive leadership
b) participative leadership
c) achievement-oriented
d) cooperative leadership
e) directive leadership
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
187) Aspects of the work setting, and the people involved that can reduce the need for a leader’s personal involvement are referred to as ___.
a) leadership aids
b) corporate baby-sitters
c) leader clones
d) substitutes for leadership
e) mock leaders
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
188) Which of the following notions is central to the leader–member exchange theory?
a) When worker self-confidence is low, supportive leadership can increase confidence by emphasizing individual abilities and offering needed assistance.
b) 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.
c) Leaders adjust their leadership styles according to the situation.
d) Good leadership depends on the match or fit between a person’s leadership style and situational demands.
e) Leaders are most effective when they make decisions in ways that best fit a problem situation.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
189) The tendency to develop “special” relationships with some team members is a central theme in
a) the Hersey-Blanchard Model.
b) the Blake-Mouton Managerial Grid.
c) the Leader–Member Exchange Theory.
d) the AMX Theory.
e) the Path–goal Theory.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
190) The notion that as a leader and follower interact over time their exchanges end up defining the follower’s role is a notion which underlies
a) the House-Goal Theory.
b) the LMX Theory.
c) the Jungian Model.
d) the Hersey-Blanchard Model.
e) the Path–goal Theory.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
191) “Out-group” members
a) enjoy the same privileges as the “in-group.”
b) do not enjoy the same privileges as the “in-group.”
c) have sound reasons to file discrimination charges against the leaders.
d) often give privileges to the leaders.
e) have special and trusted relationships with the leaders.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
192) Members of the “in-group” receive
a) more favourable performance evaluations than those in the “out-group.”
b) less favourable performance evaluations than those in the “out-group.”
c) no performance evaluations.
d) less frequent performance evaluations.
e) the autonomy to decide whether or not to be evaluated.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
193) The follower’s role ends up being defined as high-exchange or low-exchange through the influence of
a) personality similarities or differences with the leader.
b) interaction opportunities with the leader.
c) the follower’s competencies or lack thereof.
d) all of the above
e) none of the above
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
194) An implication of the leader-member exchange (LMX) Theory is
a) the nature of the exchange is fated on the day the follower is hired.
b) the nature of the exchange is determined by the leader and based on some presumed characteristic of the follower.
c) the nature of the exchange is unimportant, only the leader is important.
d) members of leaders’ “in-groups” are more prone to turnover than are members of “out-groups.”
e) whichever of the two groups that an employee is in has no bearing on his or her relationship with the leader.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
195) A low-LMX relationship is based on
a) perceived favourable personality, compatibility and competency by the leader.
b) perceived unfavourable personality, compatibility and competency by the leader.
c) no perception at all.
d) guesswork.
e) mutual indifference.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
196) The Vroom-Jago leader-participation model is designed to ___.
a) enable leaders to define their leadership style
b) enable leaders to define the situational characteristics of the work setting so that the best leadership style can be used
c) help leaders choose an appropriate decision-making method for any problem situation
d) help leaders develop suitable leadership traits
e) provide ready-made decisions concerning leadership situations
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
197) According to the Vroom-Jago leader-participation model, a(n) ___ occurs when the leader makes the decision alone and then communicates it to the work group.
a) authority decision
b) delegating decision
c) power-oriented decision
d) consultative decision
e) group decision
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
198) According to the Vroom-Jago leader-participation model, a(n) ___ occurs when all team members participate in making a decision.
a) authority decision
b) employee involvement decision
c) middle-of-road management decision
d) consultative decision
e) group decision
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
199) The Vroom-Jago leader-participation model identifies several different decision-making options that are available for managers and leaders. The ___ option is being used when the manager or leader makes the decision after convening the group, sharing the problem, and consulting with everyone to get their suggestions.
a) decide-alone
b) consult individually
c) consult-with-group
d) facilitate
e) delegate
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
200) The Vroom-Jago leader-participation model identifies several different decision-making options that are available for managers and leaders. The ___ option is being used when the manager or leader convenes the group and delegates to group members the authority to define the problem and make a decision.
a) decide-alone
b) consult individually
c) consult-with-group
d) facilitate
e) delegate
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
201) Which of the following statements accurately describes the Vroom-Jago leader-participation model?
a) Problem situations are characterized in terms of decision quality, decision acceptance, and decision time.
b) Decision quality is based on who has information that is needed for problem solving.
c) Decision acceptance is based on the importance of subordinate acceptance to eventual solution implementation.
d) Decision time is based on the time available to make and implement the decision.
e) Each of the above statements provides an accurate description of the Vroom-Jago leader-participation model.
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
202) A transformational leader use their ___ to inspire followers.
a) personality
b) authority
c) position
d) power
e) expertise
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
203) ___ leaders develop special leader–follower relationships and inspire followers in extraordinary ways.
a) Participative
b) Charismatic
c) Transformational
d) Transactional
e) Old-fashioned
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
204) Which of the following is a signal that transformational leadership is likely being used?
a) Followers are enthusiastic about the leader and his or her ideas.
b) Followers work hard to support the leader.
c) Followers remain loyal and devoted to the leader.
d) Followers strive for superior performance accomplishments.
e) Followers become less loyal to the leader as time goes on.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
205) The characteristics of ___ help them to clearly frame moral dilemmas, transparently respond to them, and serve as ethical role models.
a) transactional leaders
b) transformational leaders
c) good old-fashioned leaders
d) charismatic leaders
e) authentic leaders
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
206) A company leader who can inspire followers above their own self interests and have a profound effect on employees’ performance is known as ___ leader.
a) transactional
b) improvise
c) informational
d) transformational
e) laissez-faire
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
207) The pathway to transformational leadership starts with ___.
a) discharging any decision-making powers that a leader could have
b) promising monetary incentive to incite interest in followers
c) a leader adopting a unilateral and command-and-control style of leading
d) a willingness to bring real emotion to the leader–follower relationship
e) using coercive measures to influence the behaviour of followers
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
208) Having ideas and a clear sense of direction; communicating them to others; and developing excitement about accomplishing shared “dreams” describe the transformational leadership attribute of ___.
a) vision
b) charisma
c) symbolism
d) empowerment
e) intellectual stimulation
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
209) Helping others develop, removing performance obstacles, sharing responsibilities, and delegating truly challenging work describes the transformational leadership attribute of ___.
a) vision
b) charisma
c) symbolism
d) empowerment
e) intellectual stimulation
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
210) Daniel Goleman’s work on leadership development emphasized the influence of a leader using their ___.
a) educational quotient
b) emotional intelligence
c) cultural intelligence
d) curiosity quotient
e) intelligence quotient
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
211) According to Daniel Goleman, which of the following influences a leader to be successful?
a) the ability to offer something of value as a means of influencing other people
b) the ability to punish or withhold positive outcomes as a means of influencing other people
c) the ability to have a clear sense of the future
d) the ability to monitor the performance results of employees
e) the ability to manage emotions in social relationships
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
212) Which of the following is true of leaders with high emotional intelligence?
a) They work on disruptive impulses.
b) They are able to empathize with others.
c) They always make authority decisions.
d) They lack the ability to emphasize continuous improvement.
e) They are less capable at establishing rapport with others.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
213) Which of the following emotional intelligence competencies does a leader possess when they are able to empathize with others?
a) social awareness
b) self-management
c) relationship management
d) self-awareness
e) motivation and persistence
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
214) A leader who possesses the emotional competency of self-awareness has the ability to
a) offer something of value as a means of influencing other people.
b) establish rapport with others and to build social capital through relationships and networks.
c) understand their own moods and emotions, and to understand their impact on their own work and on others’ work.
d) work hard for reasons other than money and status.
e) understand the emotions of others and to use this understanding to better relate to them.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
215) The components of emotional intelligence include all of the following except
a) the ability to understand one’s own moods and emotions and understand their impact on one’s work and on others.
b) the ability to think before acting, and to control otherwise disruptive impulses.
c) the ability to work hard with persistence, and for reasons other than money and status.
d) the ability to establish appropriate work goals for others, and to provide the necessary task structures for achieving them.
e) the ability to understand the emotions of others, and to use this understanding to better relate to others.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
216) Which of the following is true of authentic leadership?
a) It uses coercive measures to influence the behaviour of followers.
b) It allows others to exercise power and achieve influence within an organization.
c) It helps to establish rapport with others and to build social capital through relationships and networks.
d) It offers something of material value as a means of influencing people.
e) It activates positive psychological states to achieve self-awareness and positive self-regulation.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
217) Female leaders tend to rely on the ___ leadership approach and men tend to rely on the ___ leadership approach.
a) assertive; laissez-faire
b) transactional; transformational
c) interactive; transactional
d) transactional; interactive
e) laissez-faire; democratic
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
218) Male leaders tend to exhibit ___ and ___ behaviours in their leadership approaches.
a) assertive; directive
b) supportive; directive
c) laissez-faire; supportive
d) assertive; democratic
e) democratic; supportive
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
219) Given the current emphasis on shared power, communication, cooperation, and participation in new-form organizations, ___ leadership appears to be an excellent fit with the demands of a diverse workforce and the new workplace.
a) assertive
b) transactional
c) interactive
d) country club
e) laissez-faire
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
220) ___ is leadership by moral standards that meet the ethical test of being “good” and not “bad,” of being “right” and not “wrong.”
a) Good old-fashioned leadership
b) Proper transformational leadership
c) Ethical leadership
d) Charismatic leadership
e) Right-headed transactional leadership
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
221) Which of the following statements about ethical leadership is/are accurate?
a) Long-term, sustainable success can only be built upon a foundation of solid ethical behaviour.
b) Leaders should try to be ethical out of fear of being caught for doing something wrong.
c) Ethical leaders can act with confidence, knowing that their actions are beyond reproach.
d) a and c
e) a, b, and c
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
222) ___ is an essential element of transformational leadership and good old-fashioned leadership.
a) Initiating structure
b) Consideration
c) Employee-centredness
d) Country club management
e) Integrity
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
223) In the context of ethical leader behaviour, a leader who ___ earns the trust of followers.
a) exhibits the task-oriented leadership style
b) is visionary
c) exercises the leader behaviour of consideration
d) acts as a transformational leader
e) has integrity
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Hard
AACSB: Analytic
224) Jordan, a young manager, was recently asked to repress a growing demand in the team for a team raise. Management has promised Jordan a bonus if this could be achieved. Because of Jordan’s strong ethical principles, Jordan refused the offer and instead supported the team’s demand. Jordan’s support and reassurance instilled confidence in the team, which in turn helped increase team productivity. Eventually, management gave in to the team’s demand. Which of the following types of leadership did Jordan display?
a) achievement-oriented leadership
b) moral leadership
c) directive leadership
d) autocratic leadership
e) interactive leadership
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
225) According to Peter Drucker, effective leadership should be viewed as ___.
a) an outward manifestation of personal charisma
b) good “old-fashioned” hard work
c) the ability to inspire followers
d) the capacity to use charisma in transforming organizations
e) the ability to use charisma to influence both enthusiastic and recalcitrant followers
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
226) According to Drucker’s concept of “old-fashioned” leadership, accepting leadership as a responsibility, rather than a rank, involves having ___.
a) leaders who surround themselves with talented people
b) leaders who are not afraid to develop strong and capable subordinates
c) followers who believe the leader means what he or she says
d) a and b
e) a and c
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
227) In the context of Drucker’s “old-fashioned” leadership, earning and keeping the trust or others involves which of the following elements?
a) The leader has personal integrity.
b) Good leaders do not blame others when things go wrong.
c) The followers believe that the leader’s actions will be consistent with what is said.
d) a and b
e) a and c
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
Question type: Essay
228) 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: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
229) Briefly describe the terms leadership, power and empowerment. Discuss how are these concepts interrelated?
Power in organizations is not a “zero-sum” quantity. Power can be expanded through leadership that involves other people. This can be accomplished by doing the following:
• Getting others involved in selecting their work assignments and the methods for accomplishing tasks.
• Creating an environment of cooperation, information sharing, discussion, and shared ownership of goals.
• Encouraging others to take initiative, make decisions, and use their knowledge.
• Finding out what others think and let them help design the solutions when problems arise.
• Staying out of the way; giving others the freedom to put their ideas and solutions into practice.
• Maintaining high morale and confidence by recognizing successes and encouraging high performance.
By empowering others, the leader becomes more influential and better able to exercise leadership.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
230) What is servant leadership and why is it important in the wake of past scandals such as Enron and WorldCom?
For the examples related to Enron and WorldCom, especially Enron points should be made about how the employees, particularly the sales staff followed management directives blindly and willingly.
Learning Objective 14.1: Discuss leadership and explain its foundations in power, vision, and service.
Section Reference 14.1: The Nature of Leadership
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Reflective Thinking
231) 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: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
232) What is leadership style? Explain how concern for task and concern for people are related to leadership style.
Different combinations of concern for task and concern for people define specific leadership styles. The Classic leadership style grid provides a convenient way for categorizing different leadership styles in relation to concern for task (or production) and concern for people. The Grid identifies the following styles:
• Team management is the preferred leadership style; it reflects a high concern for both people and production.
• Authority-obedience management reflects a high concern for production and a low concern for people.
• Country club management reflects a high concern for people and a low concern for production.
• Impoverished management reflects a low concern for both production and people.
• Middle-of-road management is non-committal with respect to both production and people concerns.
Learning Objective 14.2: Describe key leader behaviours that impact leadership effectiveness.
Section Reference 14.2: Leadership Traits and Behaviours
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
233) 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: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
234) Discuss the similarities and differences in any two of the following leadership models: the Fiedler, Hersey-Blanchard, House, and Vroom-Jago contingency models of leadership. What guidance does each contingency model provide for leaders?
The Hersey-Blanchard situational model suggests that successful leaders adjust their styles depending on the readiness of followers to perform in a given situation. Readiness refers to how able, willing, and confident followers are in performing required tasks. According to this model, there are four possible leadership styles that result from different combinations of task-oriented (i.e., guidance required) and relationship-oriented (i.e., support required) behaviours. These alternative leadership styles are:
• Delegating: Allowing the group to make task decisions and take responsibility for them; a low-task, low-relationship style. This style works best in high-readiness situations.
• Participating: Emphasizing shared ideas and participative decisions on task directions; a low-task, high-relationship style. This style works best in low-to-medium-readiness situations.
• Selling: Explaining task directions in a supportive and persuasive way; a high-task, high- relationship style. This style works best in medium- to high-readiness situations.
• Telling: Giving specific task directions and closely supervising work; a high-task, low- relationship style. This style works best in low-readiness situations.
Hershey and Blanchard believe the leader’s style can and should be changed as followers mature over time. If the correct leadership styles are used in lower readiness situations, followers will “mature” and grow in ability, willingness and confidence.
According to House’s path–goal theory, effective leaders: clarify the paths through which followers can achieve both task-related and personal goals, help people progress along these paths, remove barriers to goal accomplishment, and provide appropriate rewards for task accomplishment. Four leadership styles are used in dealing with path–goal relationships. These four leadership styles are:
• Directive leadership: Letting subordinates know what’s expected; giving directions on what to do and how; scheduling work to be done; maintaining definite standards of performance; and clarifying the leader’s role in the group.
• Supportive leadership: Doing things to make the work pleasant; treating group members as equals; being friendly and approachable; and 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; and displaying confidence in meeting high standards.
• Participative leadership: Involving subordinates in decision making; consulting with subordinates; asking for suggestions from subordinates; using subordinates’ suggestions when making decisions.
The path–goal model advises managers to always use leadership styles that complement situational needs. An effective leader contributes things that are not already present (i.e., he/she avoids being redundant).
The Vroom-Jago leader-participation model helps a leader choose the method of decision making that best fits the nature of the problem situation. An effective leader is able to consistently choose and implement the decision-making alternative that is most appropriate for the situation. These decision-making options are as follows:
• Decide-alone: The manager decides how to solve the problem and communicates the decision to the group.
• Consult individually: The manager makes the decision after sharing the problem and consulting individually with group members to get their suggestions.
• Consult-with-group: The manager makes the decision after convening the group, sharing the problem, and consulting with everyone to get their suggestions.
• Facilitate: The manager convenes the group, shares the problem, and then facilitates group discussion to make a decision.
• Delegate: The manager convenes the group and delegates to group members the authority to define the problem and make a decision.
A leader should use more authority-oriented decision methods when he or she has sufficient information and expertise, acceptance of the decision by others is not critical for implementation, and there is not adequate time for true participation. A leader should use more group-oriented and participative decision methods when the followers have the information and expertise that the leader lacks, acceptance of the decision by others is critical for implementation, and adequate time is available for true participation. Using the participative decision method helps to improve decision quality and decision acceptance and assists in developing leadership potential in other people. However, it takes more time
Learning Objective 14.3: Identify how situational contingencies influence leadership effectiveness.
Section Reference 14.3: Contingency Approaches to Leadership
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Reflective Thinking
235) Explain emotional intelligence and its components. How would you evaluate your personal competency with respect to the components of emotional intelligence? How might a person’s level of emotional intelligence influence his/her effectiveness as a leader?
• Self-awareness––the ability to understand one’s own moods, emotions, and drives, and how they affect others.
• Self-regulation––the ability to think before acting and to control disruptive impulses or moods.
• Motivation––the ability to work for more than money or status, and to work with perseverance and high energy.
• Empathy––the ability to understand the emotions of other people and deal with others according to their emotional states.
• Social skill––the ability to manage relationships, build interpersonal networks, and establish social support.
Technical (or knowledge-based) skills and cognitive (or analytical) skills are threshold or baseline capabilities for leadership. Leadership excellence depends on emotional intelligence in addition to these threshold capabilities. Thus, a person’s effectiveness as a leader will be diminished if they do not possess sufficient emotional intelligence in addition to technical and cognitive skills.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Reflective Thinking
236) Why is moral leadership important? What can people do to improve their capabilities to provide moral leadership?
People can improve their capacity for moral leadership by ensuring that their actions and personal examples set high ethical standards for others to follow. Those in leadership roles should also recognize that they have a moral obligation to supply the necessary spark to awaken the potential of each individual to take the initiative in performing leader-like acts. Finally, moral leaders instil a sense of ownership in followers by being truly respectful of others and helping.
Learning Objective 14.4: Summarize the challenges of personal leadership development.
Section Reference 14.4: Personal Leadership Development
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
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Management Canada 5e | Complete Test Bank
By John R. Schermerhorn Jr