Test Bank for Meeting the Ethical Challenges of Leadership: Casting Light or Shadow, 8th Edition

Test Bank For Meeting the Ethical Challenges of Leadership Casting Light or Shadow 8e Craig E. Johnson Chapter 1-12

Chapter 1: The Leader’s Light or Shadow Multiple Choice 1. ______ power uses inducements (bonuses, raises) and threats (arrests, firings) to get people to go along, while ______ power is based on attracting others rather than forcing them or inducing them to comply.

A. Derailed; referent B. Hard; soft C. Mismanaged; inconsistent D. Loyal; disloyal Ans: B Cognitive Domain: Comprehension Answer Location: The Shadow of Power Difficulty Level: Medium AACSB Standard: Application of knowledge

2. ______ leaders may lack emotional or academic intelligence, for example, or be careless, distracted, or sloppy.

A. Callous B. Rigid C. Toxic D. Incompetent Ans: D Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

3. ______ leaders lack self-control and are enabled by followers who don‟t want to intervene or can‟t.

A. Callous B. Intemperate C. Incompetent D. Toxic Ans: B Cognitive Domain: Comprehension Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

4. ______ leaders and at least some of their followers lie, cheat, and steal.

A. Callous B. Corrupt C. Toxic D. Rigid Ans: B Cognitive Domain: Comprehension Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Former U.S. President Bill Clinton behaved in a/an ______ manner when he didn‟t intervene in the Rwandan genocide that took the lives of 800,000 to 1 million people in 1994.

A. insular B. callous C. rigid D. corrupt

Ans: A Cognitive Domain: Application Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Hard AACSB Standard: Application of knowledge

6. Abu Bakr al-Baghdadi is one example of a/an ______ leader.

A. insular B. evil C. corrupt D. toxic Ans: B Cognitive Domain: Analysis Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

7. ______ leaders care for the welfare of subordinates at the expense of organizational goals.

A. Supportive/disloyal B. Tyrannical C. Callous D. Derailed Ans: A Cognitive Domain: Comprehension Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

8. ______ leaders act against the interests of both subordinates and the organization.

A. Supportive/disloyal B. Derailed C. Callous D. Tyrannical Ans: B Cognitive Domain: Comprehension Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

9. To avoid contributing to a shadowy environment, followers must deliver ______ and accept responsibility for their actions.

A. bad news B. reprimands C. punishment D. firings Ans: A Cognitive Domain: Comprehension Answer Location: The Challenge of Bad News Difficulty Level: Easy AACSB Standard: Application of knowledge

10. ______ leaders act against the interests of both subordinates and the organization. Laissez-faire leaders engage in passive and indirect negative behavior.

A. Supportive B. Derailed C. Disloyal D. Tyrannical Ans: B

Cognitive Domain: Comprehension Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

11. Leaders almost always enjoy greater ______ than followers do.

A. power B. privileges C. benefits D. praise Ans: B Cognitive Domain: Knowledge Answer Location: The Shadow of Privilege Difficulty Level: Easy AACSB Standard: Application of knowledge

12. Leaders have more access to ______ than do others in an organization.

A. stocks B. salary C. communication D. information Ans: D Cognitive Domain: Knowledge Answer Location: The Shadow of Mismanaged Information Difficulty Level: Easy AACSB Standard: Application of knowledge

13. Which one of the descriptions below would not be a description of an unethical leader?

A. They fail to reveal conflicts of interest.

B. They withhold information that followers need.

C. They use information solely for personal benefit.

D. They derail communication in the organization.

Ans: D Cognitive Domain: Application Answer Location: The Shadow of Mismanaged Information Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

14. Impression management is integral to effective leadership because followers have images of ideal leaders called ______.

A. prototypes B. stereotypes C. deification D. referent power Ans: A Cognitive Domain: Comprehension Answer Location: The Shadow of Mismanaged Information Difficulty Level: Medium AACSB Standard: Application of knowledge

15. ______ impression managers meet group wants and needs, not just the needs of the leaders.

A. Idea B. Prototyped C. Ethical D. Loyal Ans: C Cognitive Domain: Comprehension Answer Location: The Shadow of Mismanaged Information

Difficulty Level: Easy AACSB Standard: Application of knowledge

16. Diverse followers, varying levels of relationships, and elements of the situation make ______ an ethical burden of leadership.

A. consistency B. loyalty C. communication D. engaging Ans: A Cognitive Domain: Application Answer Location: The Shadow of Mismanaged Information Difficulty Level: Medium AACSB Standard: Application of knowledge

17. According to the text, ______ is a mixed blessing.

A. leadership B. power C. knowledge D. privilege Ans: C Cognitive Domain: Comprehension Answer Location: The Shadow of Mismanaged Information Difficulty Level: Medium AACSB Standard: Application of knowledge

18. Leaders act irresponsibly when they fail to ______.

A. make reasonable efforts to prevent misdeeds on the part of their followers B. engage in destructive behavior

C. ignore or deny ethical problems D. shoulder responsibility for the consequences of their directives Ans: A Cognitive Domain: Analysis Answer Location: The Shadow of Irresponsibility Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

19. ______ leaders may be competent, but they are unyielding, unable to accept new ideas, new information, or changing conditions.

A. Callous B. Rigid C. Abusive D. Tyrannical Ans: B Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

20. ______ leaders are uncaring or unkind, ignoring or downplaying the needs, wants, and wishes of followers.

A. Callous B. Rigid C. Abusive D. Tyrannical Ans: A Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/The Dark Side of Leadership

Difficulty Level: Easy AACSB Standard: Application of knowledge

21. ______ leaders reach organizational goals while abusing followers.

A. Callous B. Laissez-faire C. Tyrannical D. Abusive Ans: C Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/the Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

22. ______ leaders engage in passive and indirect negative behavior.

A. Callous B. Laissez-faire C. Tyrannical D. Abusive Ans: B Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

23. ______ is another name for role model power.

A. Referent B. Legitimate C. Expert

D. Authority Ans: A Cognitive Domain: Comprehension Answer Location: The Shadow of Power Difficulty Level: Easy AACSB Standard: Application of knowledge

24. ______ theory is based on the notion that a leader develops a closer relationship with one group of followers than with others.

A. Scientific management B. LMX C. Equity D. Equality Ans: B Cognitive Domain: Comprehension Answer Location: The Shadow of Inconsistency Difficulty Level: Medium AACSB Standard: Application of knowledge

25. ______ can be compared to a performance on a stage.

A. Scientific management B. Role management C. Impression management D. Equity management Ans: C Cognitive Domain: Comprehension Answer Location: The Shadow of Mismanaged Information Difficulty Level: Medium AACSB Standard: Application of knowledge

26. ______ and ______ represent the power of leaders to either illuminate the lives of their followers or cast them in darkness.

A. Sun; moon B. Bright; dark C. Rain; clouds D. Light; shadow Ans: D Cognitive Domain: Comprehension Answer Location: What‟s Ahead Difficulty Level: Easy AACSB Standard: Application of knowledge

27. The greater a leader‟s ______, the greater the potential for abuse.

A. role B. power C. rank D. potential Ans: B Cognitive Domain: Knowledge Answer Location: The Shadow of Power Difficulty Level: Easy AACSB Standard: Application of knowledge

28. According to LMX, the ______ have high levels of trust, mutual influence, and support that characterize their exchanges with the leader.

A. out-groups B. in-groups C. role models

D. mentors Ans: B Cognitive Domain: Comprehension Answer Location: The Shadow of Inconsistency Difficulty Level: Easy AACSB Standard: Application of knowledge

29. ______ leaders engage in destructive behaviors and display dysfunctional personal characteristics.

A. Abusive B. Callous C. Rigid D. Toxic Ans: D Cognitive Domain: Comprehension Answer Location: Implications and Applications Difficulty Level: Easy AACSB Standard: Application of knowledge

30. There is a difference between healthy skepticism, which prevents followers from being exploited, and unhealthy ______, which undermines individual and group performance.

A. abuse B. bias C. cynicism D. power Ans: C Cognitive Domain: Comprehension Answer Location: The Challenge of Cynicism Difficulty Level: Easy AACSB Standard: Application of knowledge

31. ______ is making inappropriate or excessive threats for not complying with the leader‟s directives.

A. Abuse B. Belittling C. Cruelty D. Coercion Ans: D Cognitive Domain: Knowledge Answer Location: The Shadow of Power Difficulty Level: Easy AACSB Standard: Application of knowledge

32. ______ is lying and giving false or misleading information.

A. Abuse B. Deceit C. Cruelty D. Coercion Ans: B Cognitive Domain: Knowledge Answer Location: The Shadow of Power Difficulty Level: Easy AACSB Standard: Application of knowledge

33. ______ is creating a master–servant relationship in which bosses can do whatever they want because they feel superior.

A. Deification B. Cruelty C. Abuse D. Coercion

Ans: A Cognitive Domain: Knowledge Answer Location: The Shadow of Power Difficulty Level: Medium AACSB Standard: Application of knowledge

34. ______ leaders lack the motivation or the ability to sustain effective action.

A. Callous B. Rigid C. Abusive D. Incompetent Ans: D Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

35. ______ leaders are unable to accept new ideas.

A. Callous B. Rigid C. Abusive D. Incompetent Ans: B Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

36. ______ leaders lack self-control.

A. Intemperate B. Callous C. Incompetent D. Rigid Ans: A Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

37. ______ leaders put self-interest ahead of the public interest.

A. Corrupt B. Abusive C. Incompetent D. Rigid Ans: A Cognitive Domain: Comprehension Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

38. ______ leaders draw a clear boundary between the welfare of his or her immediate group or organization and outsiders.

A. Corrupt B. Incompetent C. Rigid D. Insular Ans: D Cognitive Domain: Comprehension

Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

39. The head of ISIS would be an example of a(n) ______ leader.

A. evil B. abusive C. tyrannical D. rigid Ans: A Cognitive Domain: Application Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

40. Roberto preferred to earn the respect of his employees rather than force employees to follow him.

What kind of power is Roberto modeling?

A. expert B. referent C. legitimate D. reward Ans: B Cognitive Domain: Application Answer Location: The Shadow of Power Difficulty Level: Medium AACSB Standard: Application of knowledge

41. Carla liked to deliver praise and bonuses to her employees to motivate them. What kind of power is Carla modeling?

A. expert B. referent C. legitimate D. reward Ans: D Cognitive Domain: Application Answer Location: The Shadow of Power Difficulty Level: Medium AACSB Standard: Application of knowledge

42. As a leader in her organization, every year Ruth gave up 1 week of vacation time to serve at a camp for at-risk youth. This is an example of ______.

A. sharing power B. sharing mismanaged information C. sharing privilege D. sharing broken loyalties Ans: C Cognitive Domain: Application Answer Location: The Shadow of Privilege Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. Hard power uses bonuses, raises, or threats to get people to go along.

Ans: T Cognitive Domain: Comprehension Answer Location: The Shadow of Power

Difficulty Level: Easy AACSB Standard: Application of knowledge

2. U.S. workers prefer leaders who rely on legitimate power.

Ans: F Cognitive Domain: Knowledge Answer Location: The Leader‟s Shadows Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Toxic leaders engage in destructive behaviors and display dysfunctional personal characteristics.

Ans: T Cognitive Domain: Knowledge Answer Location: A Dramatic Difference/the Dark Side of Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Employers are also gathering more and more information about employee behavior both on and off the job.

Ans: T Cognitive Domain: Comprehension Answer Location: The Shadow of Mismanaged Information Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Companies do not have the right to gather information in order to improve performance and eliminate waste and theft.

Ans: F Cognitive Domain: Comprehension

Answer Location: The Shadow of Mismanaged Information Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Impression management can be compared to a performance on a stage.

Ans: T Cognitive Domain: Comprehension Answer Location: The Shadow of Mismanaged Information Difficulty Level: Easy AACSB Standard: Application of knowledge

7. Powerful leaders are not prone to biased judgments.

Ans: F Cognitive Domain: Comprehension Answer Location: The Shadow of Power Difficulty Level: Easy AACSB Standard: Application of knowledge

8. Impression management can be used to reach immoral ends.

Ans: T Cognitive Domain: Comprehension Answer Location: The Shadow of Mismanaged Information Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Many of history‟s villains are traitors.

Ans: T Cognitive Domain: Comprehension Answer Location: The Shadow of Misplaced and Broken Loyalties

Difficulty Level: Easy AACSB Standard: Application of knowledge

10. Derailed leaders reach organizational goals while abusing followers.

Ans: F Cognitive Domain: Application Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

11. Followers can walk on the dark side if they fail to meet moral responsibilities of their roles.

Ans: T Cognitive Domain: Comprehension Answer Location: The Ethical Challenges of Followership Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning

Short Answer/Essay 1. The Bond scholars identified seven clusters of destructive leader behaviors. Discuss each “cluster” in a minimum of one sentence.

Ans: Cluster 1: This type of leader makes poor decisions (often based on inadequate information), lies and engages in other unethical behavior, cannot deal with new technology, and typically fails to prioritize and delegate.

Cluster 2: This type of leader lacks critical skills. She or he is unable to negotiate or persuade and cannot develop or motivate subordinates.

Cluster 3: This type of leader makes good decisions and has the necessary leadership skills but is overly controlling and micromanages followers.

Cluster 4: This type of leader can‟t deal with conflict but plays favorites and behaves inconsistently.

Cluster 5: This type of leader isn‟t all that bad but isn‟t all that good either. Leaders in this category don‟t seek information from others, don‟t change their minds, and don‟t do a good job of coordinating followers.

Cluster 6: This type of leader isolates the group from the rest of the organization.

Cluster 7: This type of leader creates a situation of “significant misery and despair.” Leaders in this group are brutal and bullying, frequently lying and engaging in other unethical behavior.

Cognitive Domain: Comprehension Answer Location: A Dramatic Difference/The Dark Side of Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

2. What is meant by “the challenge of obligation?” What does this have to do with followership?

Ans: Followers contribute to a shadowy atmosphere when they fail to fulfill their minimal responsibilities by coming to work late, taking extended breaks, not carrying out assignments, undermining the authority of their leaders, stealing supplies, and so on. However, they can also contribute to an unethical climate by taking on too many obligations. Employees forced to work mandatory overtime, and salaried staff at many technology and consulting firms work 70–80 hr a week, leaving little time for family and personal interests. They experience stress and burnout, and their family relationships suffer.

Cognitive Domain: Analysis Answer Location: The Challenge of Obligation Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

3. Discuss the challenge of cynicism and what it means to followership.

Ans: There is a difference between healthy skepticism, which prevents followers from being exploited, and unhealthy cynicism, which undermines individual and group performance. Followers darken the atmosphere when they become organizational cynics. That‟s because cynicism destroys commitment and undermines trust. Collective performance suffers as a result. Few give their best effort when they are disillusioned with the group. Cynical employees feel less identification with and commitment to their employers while being more resistant to change; they are less likely to go beyond their job duties to help their colleagues and their organizations. The greater the degree of cynicism, the more effort is directed toward attacking the organization at the expense of completing the task at hand.

Cognitive Domain: Analysis Answer Location: The Ethical Challenges of Followership Difficulty Level: Medium

AACSB Standard: Ethical understanding and reasoning

4. Name and briefly define four behaviors of “brutal” bosses.

Ans: Deceit: lying and giving false or misleading information Constraint: restricting followers‟ activities outside work, such as telling them whom they can befriend, where they can live, with whom they can live, and the civic activities they can participate in Coercion: making inappropriate or excessive threats for not complying with the leader‟s directives Selfishness: blaming subordinates and making them scapegoats Inequity: supplying unequal benefits or punishments based on favoritism or criteria unrelated to the job Cruelty: harming subordinates in such illegitimate ways as name-calling or public humiliation Disregard: ignoring normal standards of politeness; obvious disregard for what is happening in the lives of followers Deification: creating a master–servant relationship in which bosses can do whatever they want because they feel superior Cognitive Domain: Knowledge Answer Location: The Shadow of Power Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Your book discusses some of the common shadows cast by leaders faced with the ethical challenges of leadership. What are the two important questions that arose while identifying these shadows?

Ans: (1) Why is it that, when faced with the same ethical challenges, some leaders cast light and others cast shadows? and (2) What steps can we take as leaders to cast more light than shadow?

Answer Location: The Shadow of Irresponsibility Cognitive Domain: Comprehension Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

6. Is there a difference between ethics and morals? Why or why not?

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: NA Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

7. Describe the relationship between leading and following. How do these roles differ? Overlap?

Ans: Varies.

Cognitive Domain: Application Answer Location: NA Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

8. Describe the process of ethical leadership.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: NA Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

9. What advice would you give a new leader about the use and abuse of power?

Ans: Varies.

Cognitive Domain: Application Answer Location: NA Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

10. What are the characteristics of ethical impression management?

Ans: Varies.

Cognitive Domain: Comprehension

Answer Location: NA Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

11. Outline the steps you can take to better meet the ethical challenges of followership.

Ans: Varies.

Cognitive Domain: Application Answer Location: NA Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

12. Give an example of a leader who used their destructive power to serve their own self-interests.

Ans: Varies.

Cognitive Domain: Application Answer Location: NA Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

13. Provide an example of how sharing power can prevent power abuses and improve organizational performance.

Ans: Varies.

Cognitive Domain: Application Answer Location: NA Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

14. Based on the case study 1.1, Keeping Harvey Weinstein’s Dark Secrets, how can we keep superstars in any field from abusing their power and covering up their actions? How can we protect the powerless?

Ans: Varies.

Cognitive Domain: Application Answer Location: Case Study 1.1 Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

15. Based on the case study 1.2, Do-It Yourself Guns, do you think that computer code is a form of free speech? Why or why not?

Ans: Varies.

Cognitive Domain: Application Answer Location: Case Study 1.2 Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

16. Based on the case study 1.3, Looking Out for Number One at the EPA, did Pruittfor Number One at the EPA and reasoning speech? Why or why not?ring up the, or did his desire for power and privilege lead to his misplaced and broken loyalties?

Ans: Varies.

Cognitive Domain: Application Answer Location: Case Study 1.3 Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

Chapter 2: Stepping In and Out of the Shadows Test Bank Multiple Choice

1. Which of the following is not an element of functional atheism?

A. high stress B. broken relationships C. group pressure D. mindless activity Ans: C Cognitive Domain: Comprehension Answer Location: Unhealthy Motivations: Inner Monsters Difficulty Level: Medium AACSB Standard: Application of knowledge

2. “Organized beliefs about how „we‟ differ from „they‟” is the definition of ______.

A. faulty theories about how the world operates B. faulty theories about ourselves C. faulty theories about other people D. faulty theories about relationships Ans: C Cognitive Domain: Comprehension Answer Location: Theories About Other People Difficulty Level: Hard AACSB Standard: Application of knowledge

3. A(n) ______ refers to the belief (positive or negative) that we hold about a particular group of people.

A. ethnocentric perspective B. stereotype C. confirmation D. prejudice Ans: B Cognitive Domain: Comprehension Answer Location: Theories About Other People Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Conformity is a particular problem for ______.

A. small businesses B. large organizations C. small groups D. cross-cultural settings Ans: C Cognitive Domain: Application Answer Location: Contextual Factors Difficulty Level: Medium AACSB Standard: Application of knowledge

5. With which internal enemy or monster is competition associated?

A. insecurity B. fear

C. denying death D. battleground mentality Ans: D Cognitive Domain: Comprehension Answer Location: Unhealthy Motivations: Inner Monsters Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Which item was not identified as an element for the signs of selfishness?

A. obsession B. greed C. narcissism D. Machiavellianism Ans: A Cognitive Domain: Comprehension Answer Location: Personality Disorders Difficulty Level: Easy AACSB Standard: Application of knowledge

7. Which of the following is not a characteristic or behavior of shadow casters?

A. unhealthy motivations B. personality disorders C. moral disengagement D. ethical expertise Ans: D Cognitive Domain: Comprehension

Answer Location: What‟s Ahead Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Which of the following is not an example of an internal enemy or internal monster?

A. fear B. anxiety C. functional atheism D. denying death Ans: B Cognitive Domain: Comprehension Answer Location: Unhealthy Motivations: Inner Monsters Difficulty Level: Easy AACSB Standard: Application of knowledge

9. ______ is a hallmark of self-oriented leaders.

A. Fear B. Apathy C. Greed D. Manipulation Ans: C Cognitive Domain: Knowledge Answer Location: Unhealthy Motivations: Inner Monsters Difficulty Level: Easy AACSB Standard: Application of knowledge

10. Which of the following is not part of the dark triad of leadership?

A. narcissism B. Machiavellianism C. borderline personality D. psychopathy Ans: C Cognitive Domain: Knowledge Answer Location: Personality Disorders Difficulty Level: Easy AACSB Standard: Application of knowledge

11. The concept that millennials are not as dedicated to a long-term career is an example of a ______.

This is where beliefs about other people are presumed based on a widely perceived belief.

A. prejudice B. stereotype C. viewpoint D. belief Ans: B Cognitive Domain: Application Answer Location: Theories About Other People Difficulty Level: Easy AACSB Standard: Application of knowledge

12. ______ is/are our sensitivity to moral issues and options.

A. Moral ideals B. Moral imagination C. Moral insight

D. Moral beliefs Ans: B Cognitive Domain: Comprehension Answer Location: Failure of Moral Imagination Difficulty Level: Easy AACSB Standard: Application of knowledge

13. Leaders use ______ to persuade themselves that their harmful behavior is actually moral and beneficial.

A. advantageous comparison B. moral justification C. euphemistic labeling D. moral reasoning Ans: B Cognitive Domain: Application Answer Location: Turning Immoral Conduct Into Moral Conduct Difficulty Level: Medium AACSB Standard: Application of knowledge

14. With the concept of ______, the idea is that it is easier to mistreat others if they are seen as less than fully human.

A. attribution of blame B. moral justification C. moral reasoning D. dehumanization Ans: D Cognitive Domain: Comprehension

Answer Location: Devaluing Victims Difficulty Level: Medium AACSB Standard: Application of knowledge

15. ______ are self-absorbed and overestimate their abilities.

A. Pessimists B. Optimists C. Narcissists D. Conformers Ans: C Cognitive Domain: Knowledge Answer Location: Personality Disorders Difficulty Level: Easy AACSB Standard: Application of knowledge

16. ______ engage in destructive behavior while obeying their leaders.

A. Pessimists B. Optimists C. Narcissists D. Conformers Ans: D Cognitive Domain: Comprehension Answer Location: Contextual Factors Difficulty Level: Easy AACSB Standard: Application of knowledge

17. ______ actively support or contribute to their leaders‟ destructive missions.

A. Colluders B. Conformers C. Psychopaths D. Narcissists Ans: A Cognitive Domain: Knowledge Answer Location: Contextual Factors Difficulty Level: Easy AACSB Standard: Application of knowledge

18. Extreme ______ have a “grandiose sense of self-importance,” believe that they are special, like attention, constantly seek positive feedback, lack empathy, and feel entitled to their power and positions.

A. colluders B. conformers C. psychopaths D. narcissists Ans: D Cognitive Domain: Application Answer Location: Personality Disorders Difficulty Level: Medium AACSB Standard: Application of knowledge

19. ______ have a total lack of conscience.

A. Colluders B. Conformers C. Psychopaths

D. Narcissists Ans: C Cognitive Domain: Knowledge Answer Location: Personality Disorders Difficulty Level: Easy AACSB Standard: Application of knowledge

20. ______ is a characteristic of someone who is driven to earn more and accumulate additional perks.

A. Anger B. Doubt C. Greed D. Deceit Ans: C Cognitive Domain: Comprehension Answer Location: Unhealthy Motivations: Inner Monsters Difficulty Level: Easy AACSB Standard: Application of knowledge

21. ______ is the conviction that we have motivation and skills to make an ethical choice and follow through on it.

A. Ethical efficacy B. Ethical fallacy C. Ethical perspective D. Ethical reasoning Ans: A Cognitive Domain: Comprehension Answer Location: Lack of Ethical Expertise

Difficulty Level: Medium AACSB Standard: Application of knowledge

22. ______ encompasses all the skills needed to make responsible ethical choices, including moral awareness, moral understanding, moral reasoning and dialogue, and the resolution of competing arguments and demands.

A. Cognitive decision-making competence B. Moral reasoning competence C. Ethical competence D. Emotional competence Ans: A Cognitive Domain: Application Answer Location: Stepping Out of the Shadows Difficulty Level: Hard AACSB Standard: Application of knowledge

23. Which of the following is not listed as an element of moral imagination?

A. sensitivity to ethical dimensions of the situation B. perspective taking C. creation of novel solutions D. emotional intelligence Ans: D Cognitive Domain: Comprehension Answer Location: Failure of Moral Imagination Difficulty Level: Medium AACSB Standard: Application of knowledge

24. According to many ethicists, ______ is key to ethical behavior and works hand in hand with moral reasoning in the decision-making process.

A. moral reasoning B. moral imagination C. moral ethics D. moral intelligence Ans: B Cognitive Domain: Comprehension Answer Location: Failure of Moral Imagination Difficulty Level: Medium AACSB Standard: Application of knowledge

25. Highly ______ individuals are skilled at manipulating others for their own ends.

A. autocratic B. tyrannical C. Machiavellian D. callous Ans: C Cognitive Domain: Comprehension Answer Location: Personality Disorders Difficulty Level: Medium AACSB Standard: Application of knowledge

26. With moral ______, leaders persuade themselves that their harmful behavior is actually moral and beneficial.

A. imagination B. reasoning

C. justification D. driving Ans: C Cognitive Domain: Comprehension Answer Location: Turning Immoral Conduct Into Moral Conduct Difficulty Level: Easy AACSB Standard: Application of knowledge

27. With ______, it is easier to mistreat others if they are seen as less than fully human.

A. dehumanization B. demoralization C. attribution of blame D. lost souls Ans: A Cognitive Domain: Knowledge Answer Location: Devaluing Victims Difficulty Level: Easy AACSB Standard: Application of knowledge

28. ______ is the tendency to think that we are better than “they” are, that our way of doing things is superior to “theirs.”

A. Stereotype B. Ethnocentrism C. Moral reasoning D. Prejudice Ans: B Cognitive Domain: Comprehension

Answer Location: Theories About Other People Difficulty Level: Medium AACSB Standard: Application of knowledge

29. ______ are our beliefs about other groups of people.

A. Stereotypes B. Ethnocentrism C. Moral reasoning D. Prejudice Ans: A Cognitive Domain: Comprehension Answer Location: Theories About Other People Difficulty Level: Easy AACSB Standard: Application of knowledge

30. Leaders should pay special attention to their ______ when leading.

A. motivations B. shadows C. longings D. doubts Ans: A Cognitive Domain: Comprehension Answer Location: Unhealthy Motivations | Inner Monsters Difficulty Level: Medium AACSB Standard: Application of knowledge

31. Toxic leaders tend to focus on ______ needs.

A. public B. self-glorification C. security D. trust Ans: C Cognitive Domain: Comprehension Answer Location: Unmet Needs Difficulty Level: Medium AACSB Standard: Application of knowledge

32. Which of the following is not one of the “mals” noted in the text when describing signs of untrustworthy leaders?

A. maladjusted B. malcontent C. malodorous D. malicious Ans: C Cognitive Domain: Comprehension Answer Location: Unmet Needs Difficulty Level: Medium AACSB Standard: Application of knowledge

33. ______ describes the excessive pride of top leaders.

A. Hubris B. Greed C. Self-centeredness

D. Arrogance Ans: A Cognitive Domain: Comprehension Answer Location: Self-Centeredness Difficulty Level: Medium AACSB Standard: Application of knowledge

34. ______ type of individual often lacks any element of conscience.

A. Hubris B. Machiavellians C. Narcissist D. Psychopath Ans: D Cognitive Domain: Comprehension Answer Location: Personality Disorders Difficulty Level: Easy AACSB Standard: Application of knowledge

35. The team captains decided they were granted special privileges by cheating for their exam since they had already poured so much time into the project which other team members had neglected. This is an example of ______.

A. moral high ground B. moral justification C. moral disengagement D. minimizing harm Ans: B Cognitive Domain: Application

Answer Location: Turning Immoral Conduct Into Moral Conduct Difficulty Level: Medium AACSB Standard: Application of knowledge

36. A leader submits a false expense report, thinking he deserves the extra money because of his importance to the company. He is demonstrating which type of faulty assumption?

A. faulty theories about ourselves B. faulty theories about other people C. faulty theories about how the world operates D. faulty theories about leadership Ans: A Cognitive Domain: Application Answer Location: Turning Immoral Conduct Into Moral Conduct Difficulty Level: Medium AACSB Standard: Application of knowledge

37. Competition is associated with which internal enemy or monster?

A. insecurity B. fear C. denying death D. battleground mentality Ans: D Cognitive Domain: Comprehension Answer Location: Inner Monsters Difficulty Level: Medium AACSB Standard: Application of knowledge

38. Which of the following is a not a true statement about moral imagination?

A. generates creative solutions B. involves seeing the bigger picture C. can become overactive D. creates narrow-mindedness Ans: D Cognitive Domain: Application Answer Location: Failure of Moral Imagination Difficulty Level: Medium AACSB Standard: Application of knowledge

39. In the ______ , destructive leadership is not only the product of toxic leaders, but of two additional forces: susceptible followers and conducive environments.

A. Toxic Pyramid B. Triple Threat C. Toxic Triangle D. Toxic Threat Ans: C Cognitive Domain: Comprehension Answer Location: Contextual Factors Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. Machiavellians are skilled at manipulating others.

Ans: T Cognitive Domain: Knowledge Answer Location: Personality Disorders Difficulty Level: Easy AACSB Standard: Application of knowledge

2. A great deal of destructive leadership behavior is driven by self-centeredness, which manifests itself through pride and greed.

Ans: T Cognitive Domain: Knowledge Answer Location: Unhealthy Motivations: Inner Monsters Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Pessimists put their groups, organizations, and countries at risk because their dreams and visions are unrealistic and can‟t be implemented.

Ans: F Cognitive Domain: Application Answer Location: Personality Disorders Difficulty Level: Easy AACSB Standard: Application of knowledge

4. Theories about how the world operates are assumptions that have to do with determining the consequences of choices, judging risks, and identifying causes.

Ans: T Cognitive Domain: Application Answer Location: Theories About How the World Operates Difficulty Level: Medium

AACSB Standard: Application of knowledge

5. Moral justification involves comparing unethical or criminal acts with even worse activities, thus making them appear more tolerable.

Ans: F Cognitive Domain: Comprehension Answer Location: Turning Immoral Conduct Into Moral Conduct Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Diffusing or spreading out responsibility also lessens personal accountability for immoral behavior.

Ans: T Cognitive Domain: Comprehension Answer Location: Minimizing Harm Difficulty Level: Medium AACSB Standard: Application of knowledge

7. Hiding suffering is one way to disregard the consequences of harmful actions and reduce the likelihood of self-recrimination.

Ans: T Cognitive Domain: Application Answer Location: Minimizing Harm Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Followers may unintentionally cast shadows because they lack the necessary knowledge, skills, and experience.

Ans: F

Cognitive Domain: Comprehension Answer Location: Lack of Ethical Expertise Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Conformity is a problem for many small groups.

Ans: T Cognitive Domain: Application Answer Location: Contextual Factors Difficulty Level: Easy AACSB Standard: Application of knowledge

10. To make the most of feedback and challenges, leaders need support.

Ans: T Cognitive Domain: Comprehension Answer Location: Stepping Out of the Shadows Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. Name the three indicators of leader selfishness.

Ans: Pride, hubris, and greed.

Cognitive Domain: Comprehension Answer Location: Implications and Applications Difficulty Level: Medium

AACSB Standard: Application of knowledge

2. Name and define two types of faulty beliefs that can lead to poor ethical decisions.

Ans: (1) Unsound assumptions and (2) failure of moral imagination.

Cognitive Domain: Knowledge Answer Location: Faulty Decision Making Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Define moral imagination and explain how it can be inactive or overactive.

Ans: Moral imagination--sensitivity to moral issues and options--is key to ethical behavior and works hand in hand with moral reasoning in the decision-making process.

Cognitive Domain: Comprehension Answer Location: Failure of Moral Imagination Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

4. Identify the dangers posed by Machiavellianism.

Ans: Machiavellian leaders put their groups in danger. They may be less qualified to lead than others who are not as skilled as they are in impression management. They are more likely to engage in unethical practices that put the organization at risk because they want to succeed at any cost. If followers suspect that their supervisors are manipulating them, they are less trusting and cooperative, which can make the organization less productive.

Cognitive Domain: Comprehension Answer Location: Personality Disorders Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Think of a past or current leader who cast(s) shadows. Which of the unhealthy motivations contributed to this leader‟s unethical behavior?

Ans: Varies.

Cognitive Domain: Application Answer Location: Unhealthy Motivations Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

6. Describe a time when you were victimized by your faulty decision-making. Identify the faulty assumptions you followed and how you might avoid such traps in the future.

Ans: Varies.

Cognitive Domain: Application Answer Location: Faulty Decision Making Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

7. You are a corporate ethics trainer. What criteria will you use for assessing the ethical progress of those attending your workshops?

Ans: Varies.

Cognitive Domain: Application Answer Location: Stepping Out of the Shadows Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

8. Describe a leader who acted unethically because she or he suffered from an inactive or overactive moral imagination. Explain why her or his moral imagination failed what she or he should have done differently.

Ans: Varies.

Cognitive Domain: Application Answer Location: Failure of Moral Imagination Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

9. Describe how socialization can encourage employees to act unethically.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Contextual Factors Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

10. Label and briefly describe three of the six “internal enemies or monsters” your book is referring to.

Ans: Varies.

Cognitive Domain: Knowledge Answer Location: Unhealthy Motivations: Inner Monsters Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning

11. List at least four behaviors and outcomes from the Hogan Development Scale (HDS) and discuss what that might mean to their followers.

Ans: Varies.

Cognitive Domain: Application Answer Location: Box 2.1: Dark Side Personality Traits Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

12. Identify three concepts from each of the following: Theories of the World, Theories About Other People, and Theories About Ourselves.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Faulty Decision Making Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

13. Discuss the differences between conformity and obedience.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Contextual Factors Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

Chapter 3: The Leader’s Character Test Bank Multiple Choice

1. Which virtue is made up of self-awareness, openness, and transcendence?

A. reverence B. integrity C. humility D. grit Ans: C Cognitive Domain: Knowledge Answer Location: Humility

Difficulty Level: Easy AACSB Standard: Application of knowledge

2. Which virtue emphasizes foresight and caution?

A. justice B. reverence C. prudence D. humility Ans: C Cognitive Domain: Comprehension Answer Location: Wisdom and Prudence (Practical Wisdom) Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Which habit is based on the idea that “all things are created twice?”

A. put first things first B. think win/win C. sharpen the saw D. begin with the end in mind Ans: D Cognitive Domain: Comprehension Answer Location: Developing Habits Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Which habit emphasizes a cooperative approach to communication?

A. be proactive B. think win/win C. synergize D. seek first to understand, then to be understood Ans: B Cognitive Domain: Comprehension Answer Location: Developing Habits Difficulty Level: Medium AACSB Standard: Application of knowledge

5. For those with a highly developed sense of ______, to betray their ethical values is to betray themselves.

A. moral landscape B. moral identity C. moral reality D. moral compass Ans: B Cognitive Domain: Application Answer Location: Forming a Moral Identity Difficulty Level: Medium AACSB Standard: Application of knowledge

6. A research scientist would be a prototype or example of which value orientation?

A. theoretical B. economic C. political D. aesthetic

Ans: A Cognitive Domain: Application Answer Location: Identifying Values Difficulty Level: Medium AACSB Standard: Application of knowledge

7. Which type of courage enables followers to confront their leaders who are acting in a destructive manner?

A. courage to serve B. courage to participate in transformation C. courage to leave D. courage to challenge Ans: D Cognitive Domain: Application Answer Location: Courageous Followership Difficulty Level: Hard AACSB Standard: Application of knowledge

8. Treating others with respect and promoting their development is the most important Confucian virtue of ______.

A. prudence B. humility C. benevolence D. compassion Ans: C Cognitive Domain: Comprehension Answer Location: Elements of Character

Difficulty Level: Hard AACSB Standard: Application of knowledge

9. Developing a ______ is the best way to keep the end or destination in mind.

A. formal agenda B. map plot C. mission statement D. strategic plan Ans: C Cognitive Domain: Comprehension Answer Location: Developing Personal Mission Statements Difficulty Level: Easy AACSB Standard: Application of knowledge

10. For what kind of value would fit the prototype for small business owners?

A. aesthetic B. social C. entrepreneurial creativity D. theoretical Ans: C Cognitive Domain: Application Answer Location: Identifying Values Difficulty Level: Medium AACSB Standard: Application of knowledge

11. Navy SEALS and professional athletes are an example of which prototype?

A. pure challenge B. sense of service C. lifestyle D. theoretical Ans: A Cognitive Domain: Application Answer Location: Identifying Values Difficulty Level: Medium AACSB Standard: Application of knowledge

12. Someone who values ______ appreciates challenges, hard work, and improvement.

A. belonging B. concern for others C. creativity D. pure challenge Ans: D Cognitive Domain: Application Answer Location: Identifying Values Difficulty Level: Medium AACSB Standard: Application of knowledge

13. Someone who values ______ appreciates predictability.

A. humility B. scientific understanding C. concern for environment D. security/stability

Ans: D Cognitive Domain: Application Answer Location: Identifying Values Difficulty Level: Medium AACSB Standard: Application of knowledge

14. Those driven by ______ values generally have a lower quality of life.

A. internal B. financial C. external D. intrinsic Ans: C Cognitive Domain: Application Answer Location: Identifying Values Difficulty Level: Easy AACSB Standard: Application of knowledge

15. ______ are repeated behaviors or routines that foster virtuous behavior.

A. Values B. Habits C. Ethics D. Roles Ans: B Cognitive Domain: Knowledge Answer Location: Developing Habits Difficulty Level: Easy

AACSB Standard: Application of knowledge

16. Stephen Covey refers to the continual renewing of physical, mental, social/emotional, and spiritual dimensions as ______.

A. long in the tooth B. hair of the tiger C. sharpening the saw D. hitting the nail on the head Ans: C Cognitive Domain: Comprehension Answer Location: Developing Habits Difficulty Level: Medium AACSB Standard: Application of knowledge

17. ______ provide a frame of reference, helping us to set priorities and to determine right from wrong.

A. Ethics B. Habits C. Values D. Roles Ans: C Cognitive Domain: Comprehension Answer Location: Identifying Values Difficulty Level: Easy AACSB Standard: Application of knowledge

18. ______ refers to completeness or wholeness.

A. Ethics

B. Habits C. Values D. Integrity Ans: D Cognitive Domain: Comprehension Answer Location: Integrity Difficulty Level: Easy AACSB Standard: Application of knowledge

19. Moderation is the key to practicing the virtue of ______.

A. integrity B. values C. roles D. temperance Ans: D Cognitive Domain: Comprehension Answer Location: Temperance Difficulty Level: Easy AACSB Standard: Application of knowledge

20. ______ can encourage us to endure in the face of hardship, such as physical disability or an economic setback.

A. Courage B. Integrity C. Roles D. Temperance Ans: A

Cognitive Domain: Comprehension Answer Location: Courage Difficulty Level: Easy AACSB Standard: Application of knowledge

21. ______ are more willing to face the reality of defeat.

A. Pessimists B. Optimists C. Passivists D. Negativists Ans: B Cognitive Domain: Application Answer Location: Optimism Difficulty Level: Medium AACSB Standard: Application of knowledge

22. CCL staffers Moxley and Pulley believe hardships differ from other challenging experiences because they involve ______.

A. success B. loss C. conflict D. communications Ans: B Cognitive Domain: Comprehension Answer Location: Learning From Hardship Difficulty Level: Medium AACSB Standard: Application of knowledge

23. Being ______ makes them sensitive to ethical issues and encourages them to act morally.

A. moral B. humble C. ethical D. virtuous Ans: D Cognitive Domain: Comprehension Answer Location: Elements of Character Difficulty Level: Medium AACSB Standard: Application of knowledge

24. Which of the following is not an important feature of virtues?

A. Virtues are not easily developed or discarded but persist over time.

B. Virtues are best learned in early childhood.

C. Virtues shape the way leaders see and behave.

D. Virtues help leaders live better lives.

Ans: B Cognitive Domain: Comprehension Answer Location: Elements of Character Difficulty Level: Hard AACSB Standard: Application of knowledge

25. Moderation is key to practicing ______.

A. temperance B. courage

C. virtuous behavior D. ethics Ans: A Cognitive Domain: Comprehension Answer Location: Temperance Difficulty Level: Medium AACSB Standard: Application of knowledge

26. ______ draws upon knowledge and experience to promote the common good over both the short term and the long term.

A. Courage B. Wisdom C. Ethics D. Prudence Ans: B Cognitive Domain: Comprehension Answer Location: Wisdom and Prudence (Practical Wisdom) Difficulty Level: Medium AACSB Standard: Application of knowledge

27. Leaders with ______ are honest in their dealings with others.

A. courage B. ethics C. prudence D. integrity Ans: D Cognitive Domain: Knowledge

Answer Location: Integrity Difficulty Level: Medium AACSB Standard: Application of knowledge

28. Which of the following is not a listed component of humility?

A. self-awareness B. openness C. integrity D. transcendence Ans: C Cognitive Domain: Knowledge Answer Location: Humility Difficulty Level: Medium AACSB Standard: Application of knowledge

29. ______ is acknowledging that there is a greater power than the self.

A. Humility B. Transcendence C. Integrity D. Openness Ans: B Cognitive Domain: Knowledge Answer Location: Humility Difficulty Level: Medium AACSB Standard: Application of knowledge

30. ______ is an orientation that puts others ahead of the self.

A. Compassion B. Transcendence C. Integrity D. Self-awareness Ans: A Cognitive Domain: Knowledge Answer Location: Compassion (Kindness, Generosity, Love) Difficulty Level: Medium AACSB Standard: Application of knowledge

31. Virtues need to be embedded into our self-concepts and behavior to develop a ______.

A. moral landscape B. moral identity C. moral outlook D. moral framework Ans: B Cognitive Domain: Comprehension Answer Location: Forming a Moral Identity Difficulty Level: Medium AACSB Standard: Application of knowledge

32. Our moral identity is both a ______ and a ______.

A. trait; state B. framework; outlook C. idea; thought

D. reason; framework Ans: A Cognitive Domain: Application Answer Location: Forming a Moral Identity Difficulty Level: Medium AACSB Standard: Application of knowledge

33. All of the following are examples of hardship events that leaders face EXCEPT ______.

A. career setbacks B. personal trauma C. problem employees D. career advancement Ans: D Cognitive Domain: Application Answer Location: Learning From Hardship Difficulty Level: Medium AACSB Standard: Application of knowledge

34. Values have to be translated into ______.

A. action B. wealth C. common ground D. stories Ans: A Cognitive Domain: Knowledge Answer Location: Identifying Values

Difficulty Level: Easy AACSB Standard: Application of knowledge

35. Which of the following is not a noted feature about virtues?

A. Virtues shape the way leaders see and behave.

B. Once developed, they are less influenced by a situation.

C. Virtues don‟t make a leader‟s life better.

D. Virtues develop over time.

Ans: C Cognitive Domain: Knowledge Answer Location: Elements of Character Difficulty Level: Easy AACSB Standard: Application of knowledge

36. Ethical leaders recognize that ______ is risky but continue to model ethical behavior despite the danger.

A. moral obligation B. moral relief C. moral action D. courage Ans: C Cognitive Domain: Comprehension Answer Location: Courage Difficulty Level: Medium AACSB Standard: Application of knowledge

37. ______ describes the motivation to pursue long-term goals with sustained effort.

A. reverence B. integrity C. humility D. grit Ans: D Cognitive Domain: Knowledge Answer Location: Grit Difficulty Level: Easy AACSB Standard: Application of knowledge

38. What are the two main facets of grit?

A. peace and prosperity B. integrity and passion C. perseverance and passion D. peace and perseverance Ans: C Cognitive Domain: Comprehension Answer Location: Grit Difficulty Level: Medium AACSB Standard: Application of knowledge

39. Even though Robert was often teased by his coworkers about some of his work habits, he chose to practice ______ and remain calm despite their provocation.

A. temperance B. integrity C. humility D. grit

Ans: A Cognitive Domain: Application Answer Location: Temperance Difficulty Level: Medium AACSB Standard: Application of knowledge

40. A ______ is a critical part of a person‟s self-image, so important that he or she would never give it up.

A. moral compass B. moral action C. life value D. career anchor Ans: D Cognitive Domain: Knowledge Answer Location: Identifying Values Difficulty Level: Easy AACSB Standard: Application of knowledge

True/False

1. Values, though critical, have to be translated into action.

Ans: T Cognitive Domain: Comprehension Answer Location: Identifying Values Difficulty Level: Easy AACSB Standard: Application of knowledge

2. Virtues operate independently of the particular situation.

Ans: T Cognitive Domain: Comprehension Answer Location: Elements of Character Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Courageous leaders ignore risks and dangers.

Ans: F Cognitive Domain: Comprehension Answer Location: Courage Difficulty Level: Easy AACSB Standard: Application of knowledge

4. What sets exemplars apart from the rest of us is the extent of their engagement in moral issues.

Ans: T Cognitive Domain: Application Answer Location: Finding Role Models Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Humble leaders have low self-esteem.

Ans: F Cognitive Domain: Comprehension Answer Location: Humility Difficulty Level: Easy

AACSB Standard: Application of knowledge

6. Character is often “more caught than taught.”

Ans: T Cognitive Domain: Comprehension Answer Location: Finding Role Models Difficulty Level: Easy AACSB Standard: Application of knowledge

7. In the West, Greek philosopher Aristotle (383–322 B.C.) argued that ethical decisions are the product of individual character.

Ans: T Cognitive Domain: Comprehension Answer Location: Elements of Character Difficulty Level: Hard AACSB Standard: Application of knowledge

8. Pope Francis is a contemporary leader with high moral identity.

Ans: T Cognitive Domain: Comprehension Answer Location: Forming a Moral Identity Difficulty Level: Easy AACSB Standard: Application of knowledge

9. Someone who values humility appreciates new ideas and creations.

Ans: F Cognitive Domain: Comprehension

Answer Location: Identifying Values Difficulty Level: Medium AACSB Standard: Application of knowledge

10. Someone who appreciates scientific understanding appreciates others making their own decisions.

Ans: F Cognitive Domain: Comprehension Answer Location: Identifying Values Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. Name the five common categories of hardship and provide an example of what each type of hardship can teach a leader.

Ans: Business mistakes and failures: These experiences help leaders build stronger working relationships, recognize their limitations, and profit from their mistakes. Career setbacks: They encourage leaders to take more responsibility for managing their careers and to identify the type of work that is most meaningful to them. Personal trauma: This may include divorce, serious illness, grieving the loss of a loved one, and a difficult home life; these hardships can help leaders learn how to accept help and endure adversity. Problem employees: Employees who make unethical or damaging decisions can try leaders‟ belief in their power to turn behavior around; leaders with problem employees can gain skills in confronting problematic behavior. Downsizing: When leaders lose their jobs through no fault of their own, they can develop coping skills and empathy for others in similar situations.

Cognitive Domain: Comprehension Answer Location: Learning From Hardship Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Describe the characteristics of virtues.

Ans: First, virtues are woven into the inner life of leaders. They are not easily developed or discarded but persist over time. Second, virtues shape the way leaders see and behave. Being virtuous makes them sensitive to ethical issues and encourages them to act morally. Third, virtues operate independently of the situation. A virtue may be expressed differently depending on the context (what‟s prudent in one situation may not be in the next). Yet a virtuous leader will not abandon his or her principles to please followers.

Fourth, virtues help leaders live better (more satisfying, more fulfilled) lives.

Cognitive Domain: Knowledge Answer Location: Elements of Character Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Name and explain the eight important virtues for leaders.

Ans: Eight virtues are courage, temperance, wisdom and prudence, justice, optimism, integrity, humility, and compassion, and the explanations for each will vary.

Answer Location: Elements of Character Cognitive Domain: Comprehension Difficulty Level: Medium AACSB Standard: Application of knowledge

4. What types of courage do followers need to demonstrate?

Ans: The courage to assume responsibility, the courage to serve, the courage to challenge, the courage to participate in transformation, and the courage to leave.

Cognitive Domain: Comprehension Answer Location: Courageous Followership Difficulty Level: Medium AACSB Standard: Application of knowledge

5. What are the five common hardship events that leaders face?

Ans: Business mistakes and failures, career setbacks, personal trauma, problem employees, and downsizing.

Cognitive Domain: Knowledge Answer Location: Learning From Hardship Difficulty Level: Easy AACSB Standard: Application of knowledge

6. Name and describe three Identifying Value Prototypes. Provide an original example of an occupation that fits into each type.

Ans: Theoretical/functional, general managerial competence, autonomy/independence, security/stability, entrepreneurial creativity, sense of service/dedication to a cause, pure challenge, and lifestyle.

Descriptions will vary for each prototype.

Answer Location: Identifying Values Cognitive Domain: Application Difficulty Level: Hard AACSB Standard: Application of knowledge

7. Describe a time when hardship or suffering helped you to develop character. Classify the hardship according to the categories described in the text and identify what you learned.

Ans: Varies.

Cognitive Domain: Application Answer Location: Learning From Hardship Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

8. Describe someone who you consider to be an exemplary leader. What do you learn about character from this individual? How can you apply these insights to your character development?

Ans: Varies.

Cognitive Domain: Application

Answer Location: Finding Role Models Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

9. What is the most important virtue for leaders? Defend your choice.

Ans: Varies.

Cognitive Domain: Application Answer Location: Elements of Character Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

10. Explain the role of habits in character development.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Developing Habits Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

11. How do stories promote our character development?

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Hearing Stories/Living Shared Stories Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

12. Develop a plan for addressing your weaknesses.

Ans: Varies.

Cognitive Domain: Application Answer Location: Elements of Character Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

13. Why is humility an important quality for leaders?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Humility Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

14. From a philosophical perspective, virtues have four important features. Name these four virtues and describe each briefly.

Ans: First, they are not easily developed or discarded but persist over time. Second, virtues shape the way leaders see and behave. Being virtuous makes leaders sensitive to ethical issues and encourages them to act morally. Third, once developed, virtues are less influenced by the situation. A virtue may be expressed in different ways, depending on the context (what is prudent in one situation may not be in the next). Yet virtuous leaders will not abandon their principles to please followers. Fourth, virtues help leaders live better (more satisfying, more fulfilled) lives.

Cognitive Domain: Comprehension Answer Location: Elements of Character Difficulty Level: Medium AACSB Standard: Application of knowledge

15. Name the five components with which organizations can promote the development of moral identity.

Ans: (1) Providing opportunities to practice virtues, (2) creating positive moral climates where cooperative relationships can flourish, (3) making space for moral discussion and reflection, (4)

continuously emphasizing values and mission, and (5) encouraging ongoing involvement in the local community.

Cognitive Domain: Knowledge Answer Location: Forming a Moral Identity Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning

16. Identify ways you can practice temperance. What obstacles might you face in practicing temperance?

Ans: Varies.

Cognitive Domain: Application Answer Location: Temperance Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

17. Name ways to practice justice. Would this be difficult for you to do? Why or Why not?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Justice Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

18. How can you best practice integrity?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Integrity Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

19. List seven habits of effective and ethical leaders.

Ans: Habit 1: be proactive. Habit 2: begin with the end in mind. Habit 3: put first things first. Habit 4: think win-win. Habit 5: seek first to understand, then to be understood. Habit 6: synergize. Habit 7: sharpen the saw.

Cognitive Domain: Comprehension Answer Location: Developing Habits Difficulty Level: Medium AACSB Standard: Application of knowledge

Chapter 4: Combating Evil Test Bank Multiple Choice

1. Which “face of evil” forces us to examine our motives?

A. dreadful approach B. deception approach C. administrative approach D. sanctioned destruction approach Ans: A Cognitive Domain: Comprehension Answer Location: Facing Evil Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Which “face of evil” focuses on the power of situational factors to produce evildoing?

A. deception approach

B. evil as ordinary approach C. evil as choice approach D. sanctioned destruction approach Ans: B Cognitive Domain: Comprehension Answer Location: Evil as Ordinary Difficulty Level: Medium AACSB Standard: Application of knowledge

3. The FIRST step of the forgiveness process is ______.

A. finding meaning in undeserved suffering B. dropping our anger and becoming emotionally neutral C. acknowledging the hurt D. recognizing the high price of dwelling on the injury Ans: C Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Hard AACSB Standard: Application of knowledge

4. Which of the following is true of forgiveness?

A. offered only when the offender repents B. forgets the past to move forward C. strives to be emotionally neutral D. takes place over an extended period of time Ans: D

Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Hard AACSB Standard: Application of knowledge

5. Which of the following is a benefit of forgiving others?

A. a greater sense of well-being B. better physical health C. improved relationships D. all of these Ans: D Cognitive Domain: Knowledge Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Bringing warring groups together begins with ______.

A. rejecting revenge in favor of restraint B. empathy for the enemies‟ humanity C. commitment to restore the broken relationship D. recalling the past and rendering a judgment Ans: D Cognitive Domain: Application Answer Location: The Forgiveness Process Difficulty Level: Hard AACSB Standard: Application of knowledge

7. Which of the following is not a component of the definition for workplace spirituality?

A. community B. inner life C. endurance D. meaningful work Ans: C Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

8. Which of the following is not a danger posed by workplace spirituality?

A. imposing particular religious or spiritual views on followers B. demanding unquestioning obedience C. using spirituality as a tool to increase productivity D. demonstrating respect for other‟s values Ans: D Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Which common spiritual practice involves self-examination?

A. listening responsively B. demonstrating respect for others‟ values

C. engaging in reflective practice D. appreciating the contributions of others Ans: C Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

10. A textbook example of evil as ______ is the Rwandan genocide.

A. deception B. bureaucratic C. ordinary D. choice Ans: C Cognitive Domain: Comprehension Answer Location: Evil as Ordinary Difficulty Level: Easy AACSB Standard: Application of knowledge

11. In the four-stage model of forgiveness, at the ______ step, the injured party realizes he or she is paying a high price for dwelling on the injury and considers possibilities.

A. uncovering B. decision C. work D. deepening Ans: B Cognitive Domain: Application

Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

12. In the four strands that explain how warring groups can bind together, ______ means to reject revenge in favor of restraint.

A. empathy B. commitment C. forbearance D. moral truth Ans: C Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

13. In the four strands that explain how warring groups can bind together, ______ is used to restore the broken relationship.

A. empathy B. commitment C. forbearance D. moral truth Ans: B Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

14. Which of the following is not a component of the 5-R model for evaluating apologies?

A. recognition B. repetition C. remorse D. reevaluating Ans: D Cognitive Domain: Comprehension Answer Location: Seeking Forgiveness Difficulty Level: Medium AACSB Standard: Application of knowledge

15. According to Ashmos and Duchon, the ______ refers to the fact that employees have spiritual needs.

A. meaningful work B. community C. inner life D. exterior life Ans: C Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

16. ______ refers to the fact that organization members desire connection to others.

A. Meaningful work B. Community

C. Inner life D. Exterior life Ans: B Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

17. ______ is a concern about future consequences of actions for this and future generations.

A. Humanism B. Generativity C. Benevolence D. Humility Ans: B Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

18. ______ promotes honesty, sincerity, and candor.

A. Justice B. Mutuality C. Integrity D. Humility Ans: C Cognitive Domain: Application

Answer Location: Spirituality and Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

19. ______ evil is based on technology and logic.

A. Administrative B. Ordinary C. Deception D. Coercive Ans: A Cognitive Domain: Comprehension Answer Location: Facing Evil Difficulty Level: Easy AACSB Standard: Application of knowledge

20. In the ______ stage of forgiveness, the forgiver recognizes the high price he or she is paying for dwelling on the injury.

A. acceptance B. denial C. decision D. deception Ans: C Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Easy AACSB Standard: Application of knowledge

21. Workplace spirituality emphasizes inner life, meaningful work, and ______.

A. beauty B. community C. purpose D. ethics Ans: B Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

22. In the ______, aggression provokes retaliation which in turn provokes further aggression.

A. cycle of deception B. cycle of despair C. cycle of evil D. cycle of denial Ans: C Cognitive Domain: Knowledge Answer Location: Breaking the Cycle of Evil Difficulty Level: Medium AACSB Standard: Application of knowledge

23. The evil as ______ perspective focuses on the situational factors that cause normal people to become evildoers.

A. ordinary B. deception C. despair

D. administration Ans: A Cognitive Domain: Knowledge Answer Location: Evil as Ordinary Difficulty Level: Easy AACSB Standard: Application of knowledge

24. ______ can help restore the dignity of victims and promote healing.

A. Correspondence B. Thankfulness C. Prayer D. Apologies Ans: D Cognitive Domain: Knowledge Answer Location: Seeking Forgiveness Difficulty Level: Medium AACSB Standard: Application of knowledge

25. Many ______ (pseudo or inauthentic) come up short.

A. correspondence B. thankful words C. prayers D. apologies Ans: D Cognitive Domain: Knowledge Answer Location: Seeking Forgiveness

Difficulty Level: Easy AACSB Standard: Application of knowledge

26. ______ is confidence in the character and truthfulness of the organization and its representatives.

A. Humility B. Integrity C. Trust D. Care Ans: C Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

27. ______ apologies do not question whether the victim was damaged.

A. Humble B. Authentic C. Trusting D. Caring Ans: B Cognitive Domain: Comprehension Answer Location: Seeking Forgiveness Difficulty Level: Easy AACSB Standard: Application of knowledge

28. ______ is likely to continue when others fail to intervene to stop it.

A. Power B. Evil C. Wrongdoing D. Care Ans: B Cognitive Domain: Knowledge Answer Location: Evil as Ordinary Difficulty Level: Medium AACSB Standard: Application of knowledge

29. The first phase of the four-stage model of forgiveness is ______, a victim may initially deny that a problem exists.

A. decision B. uncovering C. work D. deepening Ans: B Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

30. The fourth and final phase of the four-stage model of forgiveness, ______, describes the outcomes of forgiving.

A. decision B. uncovering C. work

D. deepening Ans: D Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

31. ______ is the recognition that employees have an inner life that nourishes and is nourished by meaningful work that takes place in the context of community.

A. Workplace spirituality B. Moral identity C. Moral reasoning D. Deepening Ans: A Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

32. Which of the following is not one of the strands of forgiveness as noted in Shriver‟s analogy of a cable?

A. moral truth B. empathy C. forbearance D. compassion Ans: D Cognitive Domain: Application

Answer Location: The Forgiveness Process Difficulty Level: Hard AACSB Standard: Application of knowledge

33. Which of the following is not part of the 5-R model for evaluating the apologies of others?

A. remorse B. recognition C. respect D. repetition Ans: C Cognitive Domain: Comprehension Answer Location: Seeking Forgiveness Difficulty Level: Hard AACSB Standard: Application of knowledge

34. With ______, the person takes concrete steps to aid the victim.

A. restitution B. remorse C. respect D. repetition Ans: A Cognitive Domain: Comprehension Answer Location: Seeking Forgiveness Difficulty Level: Medium AACSB Standard: Application of knowledge

35. ______ refers to the fact that workers typically are motivated by more than material rewards.

A. Inner life B. Workplace spirituality C. Meaningful work D. Meaningful life Ans: C Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

36. ______ is kindness toward others, desire to promote the happiness, and prosperity of employees.

A. Benevolence B. Humility C. Integrity D. Compassion Ans: A Cognitive Domain: Knowledge Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

37. Which of the following was not listed in the text as a face of evil?

A. ordinary B. dreadful pleasure C. exclusion

D. disgust Ans: D Cognitive Domain: Comprehension Answer Location: The Faces of Evil Difficulty Level: Easy AACSB Standard: Application of knowledge

38. Which “face of evil” is committed by people who are convinced they are doing good?

A. ordinary B. idealism C. bureaucracy D. choice Ans: B Cognitive Domain: Comprehension Answer Location: Evil as Idealism Difficulty Level: Easy AACSB Standard: Application of knowledge

39. Evil as ______ is often based on technology and logic.

A. ordinary B. idealism C. bureaucracy D. choice Ans: C Cognitive Domain: Comprehension Answer Location: Evil as Bureaucracy

Difficulty Level: Easy AACSB Standard: Application of knowledge

40. A vague apology is an example of an ______ apology.

A. authentic B. invalid C. inauthentic D. unjust Ans: C Cognitive Domain: Comprehension Answer Location: Seeking Forgiveness Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. More and more academics are studying the link between spiritual values and practices and organizational performance.

Ans: T Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Hard AACSB Standard: Application of knowledge

2. To forgive, we must forget past wrongs and move on.

Ans: F

Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Religion and spirituality are interchangeable terms.

Ans: F Cognitive Domain: Knowledge Answer Location: Spirituality and Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

4. Evildoers are often ordinary people.

Ans: T Cognitive Domain: Knowledge Answer Location: Evil as Ordinary Difficulty Level: Easy AACSB Standard: Application of knowledge

5. The evil as choice perspective emphasizes the motivations behind evil.

Ans: F Cognitive Domain: Knowledge Answer Location: Facing Evil Difficulty Level: Medium AACSB Standard: Application of knowledge

6. The positive outcomes of forgiving are experienced in the deepening phase of the forgiveness process.

Ans: T Cognitive Domain: Application Answer Location: The Forgiveness Process Difficulty Level: Hard AACSB Standard: Application of knowledge

7. In order for warring groups to reconcile, both parties must acknowledge that one or both caused injury.

Ans: T Cognitive Domain: Application Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

8. In evil as ordinary group, members draw a mental circle.

Ans: F Cognitive Domain: Application Answer Location: Evil as Exclusion Difficulty Level: Medium AACSB Standard: Application of knowledge

9. A number of scholars argue that we become good or evil through a series of small, incremental decisions.

Ans: T Cognitive Domain: Application Answer Location: Evil as a Choice Difficulty Level: Medium

AACSB Standard: Application of knowledge

10. Authentic apologies are frequently vague.

Ans: F Cognitive Domain: Comprehension Answer Location: Seeking Forgiveness Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. Briefly describe the four-stage model of forgiveness.

Ans: In the first phase, uncovering, a victim may initially deny that a problem exists. During the second phase, decision, the injured party recognizes that he or she is paying a high price for dwelling on the injury, considers the possibility of forgiveness, and commits himself or herself to forgiving. Forgiveness is accomplished in the third stage, work. The wronged party tries to understand (not condone) the victimizer‟s background and motivation. The fourth and final phase, deepening, describes the outcomes of forgiving.

Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Define workplace spirituality.

Ans: The recognition that employees have an inner life that nourishes and is nourished by meaningful work that takes place in the context of community.

Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership

Difficulty Level: Medium AACSB Standard: Application of knowledge

3. According to Robert Enright, professor of educational psychology and president of the International Forgiveness Institute at the University of Wisconsin, name four things forgiveness is NOT. Ans: Forgetting past wrongs to “move on” Excusing or condoning bad, damaging behavior Reconciliation or coming together again (forgiveness opens the way to reconciliation, but the other person must change or desire to reconcile) Reducing the severity of offenses Offering a legal pardon Pretending to forgive in order to wield power over another person Ignoring the offender Dropping our anger and becoming emotionally neutral Cognitive Domain: Knowledge Answer Location: The Forgiveness Process Difficulty Level: Easy AACSB Standard: Application of knowledge

4. Describe the benefits of apologies.

Ans: Apologies can be highly beneficial. They help restore the dignity of victims and promote healing.

They acknowledge that the victim or group of victims was indeed wronged and assures them of safety.

Apologizing also signals a commitment to the relationship as well as to shared values. Victims see the offender suffer through his or her expressions of remorse; reparations help to repair the damage.

Apologizers develop a sense of integrity and greater self-awareness. By seeking forgiveness, offenders open the door to dialogue with victims.

Cognitive Domain: Knowledge Answer Location: Seeking Forgiveness

Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Describe the four strands that can help bring reconciliation between warring groups.

Ans: The first strand is moral truth, the second strand of the cable is forbearance, the third strand is empathy for the enemies‟ humanity, and the fourth and final strand of the forgiveness cable is commitment to restore the broken relationship.

Cognitive Domain: Comprehension Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Name and briefly describe the common spiritual practices that help leaders become more ethical and effective.

Ans: Demonstrating respect for others‟ values, treating others fairly, expression of caring and concern, listening responsively, appreciating the contributions of others, and engaging in reflective practice.

Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

7. Identify the possible dangers of workplace spirituality.

Ans: Varies, but here is the in-text summary: Noting these pitfalls can keep us from falling victim to them as leaders or followers. To begin, some leaders view spirituality solely as a tool for increasing follower commitment (obedience) and productivity, losing sight of the fact that spirituality has value in and of itself, helping organizational members find meaning and establish connections. Other leaders try to impose their particular religious and spiritual views on followers. In the worst-case scenario, authoritarian leaders engage in spiritual abuse. They use spirituality to reinforce their power, to seek selfish (often fraudulent) goals, and to foster dependency in followers. Spiritual abuse is a danger in business organizations as well as religious ones. Common abusive tactics include (1) overemphasizing spiritual authority and forbidding challenges from followers; (2) demanding unquestioning obedience as a sign of follower loyalty, which takes away the right of subordinates to make their own choices; (3) keeping

members apart from outsiders and dismissing external critics while, at the same time, hiding character flaws and unethical practices from the public; (4) insisting on rigid beliefs and behavior while demanding conformity and perfection; (5) suppressing follower dissent through humiliation, deprivation, and other means; and (6) using nearly absolute power to engage in fraud, sexual immorality, and other unethical practices.

Cognitive Domain: Comprehension Answer Location: Spirituality and Leadership Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

8. Compare and contrast the six faces of evil. What overall picture of evil emerges from your analysis?

Ans: Evil as idealism, evil as dreadful pleasure, evil as exclusion, evil as bureaucracy, evil as choice, and evil as ordinary. Analysis answers will vary.

Cognitive Domain: Analysis Answer Location: The Faces of Evil Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

9. What are some of the improvements spirituality can make in the workplace?

Ans: Varies.

Cognitive Domain: Application Answer Location: Spirituality and Leadership Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

10. As a follower, what steps can you take to resist pressure to do evil?

Ans: Varies.

Cognitive Domain: Application

Answer Location: Facing Evil Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

11. Is forgiveness “one of a leader‟s most powerful weapons in the fight against evil?” Why or why not?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: The Forgiveness Process Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

12. What role should spirituality play in shaping a leader‟s ethical decisions and behavior? Defend your position.

Ans: Varies.

Cognitive Domain: Application Answer Location: Spirituality and Leadership Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

13. Which spiritual discipline would be most useful to you as a leader? Describe how you could use this practice to further your development as a leader.

Ans: Varies.

Cognitive Domain: Application Answer Location: Spirituality and Leadership Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

14. Use the values described in the chapter to evaluate the spiritual health of your organization.

Ans: Varies.

Cognitive Domain: Application Answer Location: Spirituality and Leadership Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

15. In the 5-R model for evaluating the apologies of others, list each category and describe each.

Ans: Varies. Categories include recognition, responsibility, remorse, restitution, and repetition.

Cognitive Domain: Comprehension Answer Location: Seeking Forgiveness Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

16. Discuss some of the “wrong” ways to apologize.

Ans: Varies.

Cognitive Domain: Knowledge Answer Location: Seeking Forgiveness Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning

17. Explain a time when you observed a leader break the cycle of evil by forgiving instead of retaliating.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Breaking the Cycle of Evil Difficulty Level: Medium

AACSB Standard: Ethical understanding and reasoning

Chapter 5: Ethical Perspectives Test Bank Multiple Choice

1. Which philosopher is associated with utilitarianism?

A. Immanuel Kant B. Jeremy Bentham C. the Dalai Lama D. John Dewey Ans: B Cognitive Domain: Application Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Easy AACSB Standard: Application of knowledge

2. Team building is an example of ______ type of altruistic behavior.

A. individual-focused B. group-focused C. organizational-focused D. societal-focused Ans: B Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium

AACSB Standard: Application of knowledge

3. Which of the following is not a caution of pragmatism?

A. lacks a moral center B. can lead to undesirable decisions C. assures that communities will develop similar standards D. measuring growth is difficult Ans: C Cognitive Domain: Comprehension Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Hard AACSB Standard: Application of knowledge

4. Which of the following is not an application of utilitarianism?

A. build on your prior experience B. set personal interests aside C. carefully examine the outcomes of your decisions D. there may be unanticipated outcomes Ans: D Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Which of the following is not one of the applications of Kant‟s perspective?

A. be duty-bound

B. moral obligations may conflict with one another C. always ask yourself if you would want everyone to make the same choice D. demonstrate respect for others Ans: B Cognitive Domain: Comprehension Answer Location: Kant‟s Categorical Imperative: Do What‟s Right No Matter the Cost Difficulty Level: Hard AACSB Standard: Application of knowledge

6. ______ followers see themselves in subordinate position.

A. Active B. Proactive C. Passive D. Apathetic Ans: C Cognitive Domain: Knowledge Answer Location: Constructing Ethical Followership Difficulty Level: Easy AACSB Standard: Application of knowledge

7. ______ is a central value of Confucianism.

A. Humility B. Benevolence C. Compassion D. Humbleness Ans: B

Cognitive Domain: Knowledge Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Application of knowledge

8. ______ is based on the premise that ethical choices should be based on their consequences.

A. Altruism B. Utilitarianism C. Functionism D. Pragmatism Ans: B Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Medium AACSB Standard: Application of knowledge

9. In ______, people are never a means to an end; they are the ends.

A. altruism B. utilitarianism C. functionism D. pragmatism Ans: A Cognitive Domain: Knowledge Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Application of knowledge

10. The term ______ means “without exception.”

A. altruistic B. empathetic C. categorical D. self-sacrifice Ans: C Cognitive Domain: Knowledge Answer Location: Kant‟s Categorical Imperative: Do What‟s Right No Matter the Cost Difficulty Level: Easy AACSB Standard: Application of knowledge

11. ______ argued that ethical dilemmas should be approached scientifically as well.

A. Immanuel Kant B. Jeremy Bentham C. Gandhi D. John Dewey Ans: D Cognitive Domain: Knowledge Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Medium AACSB Standard: Application of knowledge

12. In ______, decision-makers conduct a series of imaginary thought experiments to visualize how their decisions could turn out.

A. dramatic rehearsal B. ethical behavior

C. social relationships D. self-sacrifice Ans: A Cognitive Domain: Application Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Medium AACSB Standard: Application of knowledge

13. From a ______ perspective, businesses and other organizations function as moral communities in which members have a significant voice in the rules and policies that govern them.

A. pluralistic B. Kantian C. self-sacrificing D. pragmatic Ans: B Cognitive Domain: Application Answer Location: Kant‟s Categorical Imperative: Do What‟s Right No Matter The Cost Difficulty Level: Hard AACSB Standard: Application of knowledge

14. ______ followers do not wait to be asked.

A. Engaged B. Dynamic C. Proactive D. Active Ans: C Cognitive Domain: Knowledge

Answer Location: Constructing Ethical Followership Difficulty Level: Easy AACSB Standard: Application of knowledge

15. ______ followers believe it is important to express their opinions and to offer input to their leaders when asked.

A. Engaged B. Dynamic C. Proactive D. Active Ans: D Cognitive Domain: Comprehension Answer Location: Constructing Ethical Followership Difficulty Level: Easy AACSB Standard: Application of knowledge

16. Concern for others promotes healthy ______.

A. social relationships B. engaged learners C. conversation D. activity Ans: A Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Easy AACSB Standard: Application of knowledge

17. ______ is integral to altruistic leadership.

A. Dramatic rehearsal B. Ethical behavior C. Social relationships D. Self-sacrifice Ans: D Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Easy AACSB Standard: Application of knowledge

18. ______ emphasized that individual growth is the ultimate goal of moral decision-making.

A. Kant B. Gandhi C. Dewey D. Bentham Ans: C Cognitive Domain: Knowledge Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Medium AACSB Standard: Application of knowledge

19. ______ argued that we should never treat people as a means to an end.

A. Kant B. Gandhi C. Dewey

D. Bentham Ans: A Cognitive Domain: Knowledge Answer Location: Kant‟s Categorical Imperative: Do What‟s Right No Matter the Cost Difficulty Level: Medium AACSB Standard: Application of knowledge

20. ______ argued that people should do what is morally right no matter the consequences.

A. Kant B. Gandhi C. Dewey D. Bentham Ans: A Cognitive Domain: Knowledge Answer Location: Kant‟s Categorical Imperative: Do What‟s Right No Matter the Cost Difficulty Level: Medium AACSB Standard: Application of knowledge

21. According to ______, what is right for one is right for all.

A. Rawls B. Kant C. Dewey D. Bentham Ans: B Cognitive Domain: Comprehension Answer Location: Kant‟s Categorical Imperative: Do What‟s Right No Matter the Cost

Difficulty Level: Medium AACSB Standard: Application of knowledge

22. According to ______, each person has an equal right to the same basic liberties that are compatible with similar liberties for all.

A. Rawls B. Kant C. Dewey D. Bentham Ans: A Cognitive Domain: Comprehension Answer Location: Justice as Fairness: Guaranteeing Equal Rights and Opportunities Behind the Veil of Ignorance Difficulty Level: Medium AACSB Standard: Application of knowledge

23. ______ was the dominant philosophical movement in the United States from the Civil War through World War II. A. Altruism B. Utilitarianism C. Functionism D. Pragmatism Ans: D Cognitive Domain: Application Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Medium AACSB Standard: Application of knowledge

24. One of the cautions of pragmatism lacks a ______.

A. moral center B. moral reason C. moral landscape D. moral compass Ans: A Cognitive Domain: Comprehension Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Medium AACSB Standard: Application of knowledge

25. Which of the following was not part of Virginia Held‟s model?

A. focuses on the importance of noting and meeting the needs of those we are responsible for B. values emotions C. specific needs and relationships take priority above universal principles D. values integrity Ans: D Cognitive Domain: Application Answer Location: The Ethic of Care Difficulty Level: Hard AACSB Standard: Application of knowledge

26. ______ altruistic attitudes and actions include demonstrating commitment and loyalty, protecting organizational resources, and whistleblowing.

A. Organizational-focused B. Individual-focused C. Group-focused

D. Societal-focused Ans: A Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Application of knowledge

27. ______ altruistic behaviors include team building, participative group decision-making, and minority advancement programs.

A. Organizational-focused B. Individual-focused C. Group-focused D. Societal-focused Ans: C Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Application of knowledge

28. ______ altruistic behaviors include providing training, technical assistance, and mentoring.

A. Organizational-focused B. Individual-focused C. Group-focused D. Societal-focused Ans: B Cognitive Domain: Knowledge Answer Location: Altruism: Love Your Neighbor

Difficulty Level: Medium AACSB Standard: Application of knowledge

29. ______ altruistic behaviors include making contributions to promote social welfare, reducing pollution, ensuring product safety, and maintaining customer satisfaction.

A. Organizational-focused B. Individual-focused C. Group-focused D. Societal-focused Ans: D Cognitive Domain: Application Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Application of knowledge

30. What do utilitarianism and the categorical imperative have in common?

A. Both focus on the consequences of choices.

B. Both involve the application of universal rules to specific situations.

C. Both are growing increasingly popular among philosophers.

D. These approaches have nothing in common.

Ans: B Cognitive Domain: Analysis Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Medium AACSB Standard: Application of knowledge

31. Differences in status, wealth, and ability disappear behind the ______.

A. veil of ignorance B. veil of fairness C. veil of bliss D. veil of prosperity Ans: A Cognitive Domain: Comprehension Answer Location: Justice as Fairness: Guaranteeing Equal Rights and Opportunities Behind the Veil of Ignorance Difficulty Level: Easy AACSB Standard: Application of knowledge

32. ______ theory is best applied to democratic societies.

A. Altruism B. Utilitarianism C. Kant‟s categorical imperative D. Justice as fairness Ans: D Cognitive Domain: Application Answer Location: Justice as Fairness: Guaranteeing Equal Rights and Opportunities Behind the Veil of Ignorance Difficulty Level: Easy AACSB Standard: Application of knowledge

33. In the event of large-scale medical emergencies, a medical staff may need to make tough decisions on who should be prioritized for medical care based on a patient‟s likelihood to survive. This is an example of which ethical approach?

A. altruism B. utilitarianism

C. kant‟s categorical imperative D. justice as fairness Ans: B Cognitive Domain: Application Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Medium AACSB Standard: Application of knowledge

34. Which ethical approach may focus on an individual being duty bound?

A. altruism B. pragmatism C. Kant‟s categorical imperative D. justice as fairness Ans: C Cognitive Domain: Application Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Medium AACSB Standard: Application of knowledge

35. What is it called when an individual practices mental imagination of a decision for the purpose of visualizing how a decision might play out?

A. dramatic rehearsal B. justice as fairness C. pragmatic temperament D. moral obligation Ans: A Cognitive Domain: Comprehension

Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Medium AACSB Standard: Application of knowledge

36. ______ are compassionate individuals who absorb other‟s pain, helping them confront and overcome their negative feelings to go forward.

A. Leaders B. Enablers C. Pragmatics D. Toxin handlers Ans: D Cognitive Domain: Knowledge Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. Altruism appears to be a universal value.

Ans: T Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Easy AACSB Standard: Application of knowledge

2. Pragmatism was the dominant philosophical movement in the United States from the Civil War through World War II.

Ans: T Cognitive Domain: Application Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Utilitarianism seeks to minimize harm for the greatest number of people.

Ans: F Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Easy AACSB Standard: Application of knowledge

4. Jeremy Bentham is one of the theorists associated with altruism.

Ans: F Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Easy AACSB Standard: Application of knowledge

5. John Dewey was a spokesperson for utilitarianism.

Ans: F Cognitive Domain: Comprehension Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Easy AACSB Standard: Application of knowledge

6. Utilitarian analysis can also be used when choosing between two negative alternatives.

Ans: T Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Easy AACSB Standard: Application of knowledge

7. One of the cautions of utilitarianism is that there may be unanticipated consequences.

Ans: T Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Utilitarian decision makers almost always reach the same conclusions when faced with the same dilemma.

Ans: F Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Easy AACSB Standard: Application of knowledge

9. Deontological ethicists argue that we ought to make choices based on our duties.

Ans: T Cognitive Domain: Comprehension Answer Location: Kant‟s Categorical Imperative: Do What‟s Right No Matter the Cost

Difficulty Level: Hard AACSB Standard: Application of knowledge

10. One caution is that Rawls‟s principles can only be applied to democratic societies.

Ans: T Cognitive Domain: Comprehension Answer Location: Justice as Fairness: Guaranteeing Equal Rights and Opportunities Behind the Veil of Ignorance Difficulty Level: Easy AACSB Standard: Application of knowledge

11. Taking a pragmatic approach is inflexible.

Ans: F Cognitive Domain: Comprehension Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Easy AACSB Standard: Application of knowledge

12. One caution of altruism is that the extent of obligations is a little too clear.

Ans: F Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Easy AACSB Standard: Application of knowledge

13. Caregivers can get caught up in empathy and deny their own needs.

Ans: T

Cognitive Domain: Comprehension Answer Location: The Ethic of Care Difficulty Level: Easy AACSB Standard: Application of knowledge

14. The majority of us believe that our greatest moral responsibility lies with those who are closest to us.

Ans: T Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. List the “cautions” of Kant‟s perspective.

Ans: Exceptions exist to nearly every “universal” law. Moral obligations may conflict with one another.

Ethical guidelines are demonstrated through unrealistic examples. Hard to apply, particularly under stress.

Cognitive Domain: Knowledge Answer Location: Kant‟s Categorical Imperative: Do What‟s Right No Matter the Cost Difficulty Level: Easy AACSB Standard: Application of knowledge

2. Explain why altruism is more important to leaders than followers.

Ans: By definition, leaders exercise influence on behalf of others. They can‟t understand or articulate the needs of followers unless they focus on the concerns of constituents. To succeed, leaders may have to take risks and forego personal gain. Leaders intent on benefiting followers will pursue organizational goals, rely on referent and expert power bases, and give power away.

Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

3. Describe the applications of utilitarianism.

Ans: Build on your prior experience, carefully examine the outcomes of your decisions, set personal interests aside, and recognize when weighing consequences is critical.

Cognitive Domain: Comprehension Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Describe the applications of pragmatism.

Ans: Approach ethical problems like other dilemmas, immerse yourself in the details of the situation, engage your imagination, acknowledge your limitations, look for creative solutions, embrace your emotions, and recognize that your ethical choices shape your character.

Cognitive Domain: Comprehension Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Name and explain Rawls‟s principles of justice.

Ans: Principle 1: Each person has an equal right to the same basic liberties that are compatible with similar liberties for all. Principle 2: Social and economic inequalities are to satisfy two conditions: (A) They are to be attached to offices and positions open to all under conditions of fair equality of opportunity. (B) They are to provide the greatest benefit to the least advantaged members of society.

Cognitive Domain: Comprehension

Answer Location: Justice as Fairness: Guaranteeing Equal Rights and Opportunities Behind the Veil of Ignorance Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

6. Describe the applications of altruism.

Ans: Put the needs of followers before your own needs, act as a role model, and use compassion as an important decision-making guideline.

Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Application of knowledge

7. What is “the veil of ignorance?”

Ans: These group members are ignorant of their characteristics or societal position. Standing behind this veil of ignorance, these people would choose (a) equal liberty, because they would want the maximum amount of freedom to pursue their interests; (b) equal opportunity, because if they turned out to be the most talented members of society, they would probably land the best jobs and elected offices; and (c) the difference principle, because they would want to be sure they were cared for if they ended up disadvantaged.

Cognitive Domain: Comprehension Answer Location: Justice as Fairness: Guaranteeing Equal Rights and Opportunities Behind the Veil of Ignorance Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Compare utilitarianism to the categorical imperative. Identify their similarities as well as their differences.

Ans: Varies.

Cognitive Domain: Analysis

Answer Location: Implications and Applications Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

9. As a state legislator, you‟ve been asked to vote in favor of allowing cancer and glaucoma patients to smoke marijuana. Take a utilitarian approach to this decision by recording the potential costs and benefits of legalizing the medical use of pot. Based on your analysis, how would you vote?

Ans: Varies.

Cognitive Domain: Application Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

10. Do Rawls‟s principles of justice provide the best way to deal with inequalities in society? Defend your position.

Ans: Varies.

Cognitive Domain: Application Answer Location: Justice as Fairness: Guaranteeing Equal Rights and Opportunities Behind the Veil of Ignorance Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

11. As a follower, how can you resist bad leaders?

Ans: Varies.

Cognitive Domain: Application Answer Location: Focus on Follower Ethics: Constructing Ethical Followership Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

12. Describe, as a leader, how you would use a pragmatic approach to leading others. What are the cautions involved with pragmatism and how would you combat these cautions?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Pragmatism: Ethics as Inquiry Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

13. Discuss the four steps for conducting a utilitarian analysis of an ethical problem.

Ans: First, clearly identify the action or issue under consideration. Second, specify all those who might be affected by the action (e.g., the organization, the local community, a professional group, society), not just those immediately involved in the situation. Third, determine the likely consequences, both good and bad, for those affected. Fourth, sum the good and the bad consequences. The action is morally right if the benefits outweigh the costs.

Cognitive Domain: Analysis Answer Location: Utilitarianism: Do the Greatest Good for the Greatest Number of People Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

14. Describe the Good Samaritan in terms of altruism?

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Altruism: Love Your Neighbor Difficulty Level: Medium AACSB Standard: Application of knowledge

15. Discuss Virginia Held‟s five key components of the care ethic.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Box 5.1: The Ethic of Care Difficulty Level: Medium AACSB Standard: Application of knowledge

Chapter 6: Ethical Decision Making and Behavior Test Bank Multiple Choice

1. Which type of thinker looks to others for guidance when deciding how to act?

A. postconventional B. preconventional C. conventional D. principled Ans: C Cognitive Domain: Comprehension Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

2. In which stage of the four-component model, does one determine the course of action to take?

A. moral judgment B. moral character C. moral sensitivity D. moral motivation

Ans: A Cognitive Domain: Application Answer Location: Component 2: Moral Judgment Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Deceiving ourselves into thinking we are acting morally when we are not is called ______.

A. ethical reflection B. ethical fading C. ethical confusion D. ethical silence Ans: B Cognitive Domain: Comprehension Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Which type of emotions encourage us to comfort and help others?

A. other condemning B. other suffering C. self-conscious D. other praising Ans: B Cognitive Domain: Comprehension Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Easy

AACSB Standard: Application of knowledge

5. According to Mary Gentile from Giving Voice to Values, all of the following are examples of pillars that help us make ethical choices EXCEPT ______.

A. treat values conflicts as normal B. play to personal strengths C. anticipate rationalizations for unethical behavior D. be empathetic in your decision-making Ans: D Cognitive Domain: Application Answer Location: Box 6.1: Giving Voice to Values Difficulty Level: Hard AACSB Standard: Application of knowledge

6. The ______ model highlights the role that intuition and social norms play in moral determinations.

A. social intuitionist B. ethical checkpoint C. 12 questions D. dual process Ans: A Cognitive Domain: Knowledge Answer Location: Ethical Decision Making: A Dual Process Approach Difficulty Level: Medium AACSB Standard: Application of knowledge

7. All of the following are psychological subprocesses according to James Rest, EXCEPT ______.

A. moral sensitivity

B. moral competence C. moral focus D. moral character Ans: B Cognitive Domain: Comprehension Answer Location: Components of Moral Action Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Which of the following will increase your ethical sensitivity?

A. employing euphemisms when talking about unethical behavior B. imagining other perspectives C. ignoring emotions D. relying on external motivation Ans: B Cognitive Domain: Application Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Hard AACSB Standard: Application of knowledge

9. Which one is not a level in Kohlberg‟s moral development?

A. conventional B. postconceptual C. preconventional D. motivational Ans: D

Cognitive Domain: Comprehension Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

10. Which element is not part of ethical blind spots?

A. overestimating our ethicality B. in-group favoritism C. out-group favoritism D. judging based on outcomes, not the process Ans: C Cognitive Domain: Comprehension Answer Location: Ethical Blind Spots Difficulty Level: Medium AACSB Standard: Application of knowledge

11. ______ is a psychological state or resource made up of moral ownership, moral courage, and moral efficacy.

A. Moral reasoning B. Moral potency C. Moral character D. Moral landscape Ans: B Cognitive Domain: Comprehension Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

12. Being driven by duty to make and act on ethical decisions largely on their loyalty to the group is called ______.

A. duty orientation B. moral orientation C. loyalty orientation D. primary orientation Ans: A Cognitive Domain: Application Answer Location: Component 4: Moral Character Difficulty Level: Medium AACSB Standard: Application of knowledge

13. Which one is not a step in the Lonergan/Baird method?

A. be attentive B. be intelligent C. be encouraging D. be responsible Ans: C Cognitive Domain: Comprehension Answer Location: The Lonergan/Baird Method Difficulty Level: Easy AACSB Standard: Application of knowledge

14. ______ refers to making an ethical issue more visible or salient.

A. Moral sensitivity B. Moral intensity

C. Moral focus D. Moral character Ans: B Cognitive Domain: Knowledge Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Medium AACSB Standard: Application of knowledge

15. Individuals with a/an ______ locus of control believe that they can determine what happens to them.

A. internal B. external C. open D. closed Ans: A Cognitive Domain: Knowledge Answer Location: Component 4: Moral Character Difficulty Level: Medium AACSB Standard: Application of knowledge

16. ______ are networks of knowledge organized around life events.

A. Tolerance B. Schemas C. Moral thoughts D. Ethical perspectives Ans: B Cognitive Domain: Knowledge

Answer Location: Cognitive Moral Development Difficulty Level: Easy AACSB Standard: Application of knowledge

17. ______ reasoning is the most advanced level of moral reasoning, according to Lawrence Kohlberg.

A. Preconventional B. Conventional C. Postconventional D. Moral Ans: C Cognitive Domain: Comprehension Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

18. In ______, organizational members want to appear moral instead of being moral.

A. moral sensitivity B. moral hypocrisy C. moral focus D. moral character Ans: B Cognitive Domain: Comprehension Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

19. In the ______ stage of the four-component model of ethical decision-making, the leader must put moral values above other considerations in order to follow through on ethical choices.

A. moral focus (motivation) B. moral hypocrisy C. moral rendering D. moral character Ans: A Cognitive Domain: Comprehension Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

20. ______ recognizes the presence of an ethical issue.

A. Moral sensitivity B. Moral hypocrisy C. Moral focus D. Moral character Ans: A Cognitive Domain: Comprehension Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Medium AACSB Standard: Application of knowledge

21. ______ and ______ are self-conscious emotions.

A. Embarrassment; guilt B. Shame; fear C. Anger; disgust

D. Sympathy; compassion Ans: A Cognitive Domain: Knowledge Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

22. ______ and ______ are other-suffering emotions.

A. Embarrassment; guilt B. Shame; fear C. Anger; disgust D. Sympathy; compassion Ans: D Cognitive Domain: Knowledge Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

23. Tolerating ______ and ambiguity occurs when managers disagree about values and courses of action.

A. moral disagreement B. moral hypocrisy C. moral focus D. moral character Ans: A Cognitive Domain: Knowledge Answer Location: Components of Moral Action

Difficulty Level: Medium AACSB Standard: Application of knowledge

24. Most people are at the ______ level of moral reasoning.

A. preconventional B. conventional C. postconventional D. moral Ans: B Cognitive Domain: Comprehension Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

25. ______ ability generally increases with age and education.

A. Moral disagreement B. Moral reasoning C. Moral focus D. Moral character Ans: B Cognitive Domain: Comprehension Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

26. ______ and ______ are other-condemning emotions.

A. Embarrassment; guilt B. Shame; fear C. Anger; disgust D. Sympathy; compassion Ans: C Cognitive Domain: Comprehension Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

27. ______ and ______ are other-praising (positive) emotions.

A. Embarrassment; guilt B. Shame; fear C. Gratitude; awe D. Sympathy; compassion Ans: C Cognitive Domain: Comprehension Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

28. All of the following are examples of ethical blind spots EXCEPT ______.

A. overestimating our ethicality B. out-group bias C. forgiving our own unethical behavior D. in-group favoritism

Ans: B Cognitive Domain: Comprehension Answer Location: Ethical Blind Spots Difficulty Level: Hard AACSB Standard: Application of knowledge

29. According to the Lonergan/Baird method, Step 1 is to ______ and consider what works and what doesn‟t.

A. be attentive B. be intelligent C. be reasonable D. be responsible Ans: A Cognitive Domain: Knowledge Answer Location: The Lonergan/Baird Method Difficulty Level: Medium AACSB Standard: Application of knowledge

30. According to the Lonergan/Baird method, Step 2 is to ______ and sort through the data.

A. be attentive B. be intelligent C. be reasonable D. be responsible Ans: B Cognitive Domain: Application Answer Location: The Lonergan/Baird Method Difficulty Level: Medium

AACSB Standard: Application of knowledge

31. According to the Lonergan/Baird method, Step 3 is to ______ and evaluate the options.

A. be attentive B. be intelligent C. be reasonable D. be responsible Ans: C Cognitive Domain: Knowledge Answer Location: The Lonergan/Baird Method Difficulty Level: Medium AACSB Standard: Application of knowledge

32. According to the Lonergan/Baird method, Step 4 is to ______ and act with courage.

A. be attentive B. be intelligent C. be reasonable D. be responsible Ans: D Cognitive Domain: Knowledge Answer Location: The Lonergan/Baird Method Difficulty Level: Medium AACSB Standard: Application of knowledge

33. Psychologists report that self-interest and ______ undermine moral motivation.

A. hypocrisy

B. ethics C. fear D. hate Ans: A Cognitive Domain: Comprehension Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Easy AACSB Standard: Application of knowledge

34. ______ is when leaders and followers have strong opinions about right or wrong but can‟t explain why they feel as they do.

A. Moral dumbfounding B. Moral obligation C. Moral reasoning D. Moral process Ans: A Cognitive Domain: Knowledge Answer Location: Ethical Decision Making: A Dual Process Approach Difficulty Level: Easy AACSB Standard: Application of knowledge

35. Ethical thinking activates both cognitive and ______ areas of the brain.

A. intuition B. rational C. emotional D. dual Ans: C

Cognitive Domain: Knowledge Answer Location: Ethical Decision Making: A Dual Process Approach Difficulty Level: Medium AACSB Standard: Application of knowledge

36. What is the first step for Rest‟s four-component model of ethical action?

A. moral sensitivity (recognition) B. moral judgment C. moral focus (motivation) D. moral character Ans: A Cognitive Domain: Knowledge Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Easy AACSB Standard: Application of knowledge

37. When people are focused solely on consequences, which level of moral development is this?

A. preconventional B. conventional C. postconventional D. principled Ans: A Cognitive Domain: Knowledge Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

38. Sarah wanted feedback and guidance from her peers on her ethical dilemma. Which level of ethical thinking is Sarah demonstrating?

A. preconventional B. conventional C. post conventional D. process Ans: B Cognitive Domain: Application Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

39. John always sought to challenge his team for higher level ethical thinking. Which level of ethical thinking is John promoting?

A. preconventional B. conventional C. post conventional D. process Ans: A Cognitive Domain: Knowledge Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

40. ______ is the psychological state or resource made up of moral ownership and moral courage.

A. Moral sensitivity

B. Moral judgment C. Moral potency D. Moral character Ans: C Cognitive Domain: Knowledge Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Easy AACSB Standard: Application of knowledge

41. What is it called when someone feels sympathy after seeing a picture of a child in need or a shelter animal that needs a home or a hungry homeless person?

A. moral sensitivity B. moral judgment C. moral obligation D. moral emotions Ans: D Cognitive Domain: Knowledge Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. Rewards encourage decision makers to follow through on their ethical choices.

Ans: T Cognitive Domain: Application

Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Anger, disgust, and contempt are other-suffering emotions.

Ans: F Cognitive Domain: Comprehension Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Those who use maintaining norms moral reasoning schema are concerned with following rules and laws and making sure that regulations apply to everyone.

Ans: T Cognitive Domain: Application Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Researchers in cognitive neuroscience or neuroethics are also challenging the notion that ethical thinking is devoid of emotion.

Ans: T Cognitive Domain: Comprehension Answer Location: Ethical Decision Making: A Dual Process Approach Difficulty Level: Hard AACSB Standard: Application of knowledge

5. According to Rest‟s model, moral character implies motivation.

Ans: F Cognitive Domain: Comprehension Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Easy AACSB Standard: Application of knowledge

6. Sympathy and compassion are other-praising emotions.

Ans: F Cognitive Domain: Comprehension Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Easy AACSB Standard: Application of knowledge

7. In the maintaining norms schema, people believe they have a moral obligation to maintain social order.

Ans: T Cognitive Domain: Comprehension Answer Location: Cognitive Moral Development Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Externally oriented people (externals) believe that life events are beyond their control and are the product of fate or luck instead.

Ans: T Cognitive Domain: Application Answer Location: Component 4: Moral Character Difficulty Level: Medium

AACSB Standard: Application of knowledge

9. Choosing not to act is acting.

Ans: T Cognitive Domain: Knowledge Answer Location: The Lonergan/Baird Method Difficulty Level: Easy AACSB Standard: Application of knowledge

10. One of the cons of the Lonergan/Baird method is that it is not widely used.

Ans: F Cognitive Domain: Comprehension Answer Location: The Lonergan/Baird Method Difficulty Level: Easy AACSB Standard: Application of knowledge

11. According to the Foursquare Protocol Element 1, you need to dig into the facts.

Ans: T Cognitive Domain: Knowledge Answer Location: The Foursquare Protocol Difficulty Level: Medium AACSB Standard: Application of knowledge

12. Incorporating intuition into ethics training can improve ethical behavior.

Ans: T Cognitive Domain: Knowledge

Answer Location: Ethical Decision Making: A Dual Process Approach Difficulty Level: Medium AACSB Standard: Application of knowledge

Short Answer/Essay

1. List the five ethical blind spots listed in the text under Component 2.

Ans: Overestimating our ethicality, forgiving our own unethical behavior, in-group favoritism, implicit prejudice, and judging based on outcomes, not the process.

Cognitive Domain: Knowledge Answer Location: Ethical Blind Spots Difficulty Level: Easy AACSB Standard: Application of knowledge

2. Describe and briefly explain the four components of moral action.

Ans: (1) Moral sensitivity (recognition), (2) moral judgment, (3) moral focus (motivation), and (4) moral character. (Explanations will vary.)

Cognitive Domain: Comprehension Answer Location: Components of Moral Action Difficulty Level: Medium AACSB Standard: Application of knowledge

3. What is meant by ethical decision-making being a dual process approach?

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Ethical Decision Making: A Dual Process Approach Difficulty Level: Medium

AACSB Standard: Application of knowledge

4. How can you increase your sensitivity to ethical issues?

Ans: We can increase our ethical sensitivity by doing the following steps: using active listening and roleplaying; imagining other perspectives; stepping back from a situation to determine whether it has moral implications; using moral terminology to discuss problems and issues; avoiding euphemisms; refusing to excuse misbehavior; accepting personal responsibility; and practicing humility and openness to other points of view.

Cognitive Domain: Analysis Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

5. Name and describe Kohlberg‟s first level of moral development.

Ans: Level I, preconventional thinking, is the most primitive and focuses on consequences. This form of moral reasoning is common among children who choose to obey to avoid punishment (Stage 1) or follow the rules in order to meet their interests (Stage 2). Stage 2 thinkers are interested in getting a fair deal: You help me, and I‟ll help you.

Answer Location: Cognitive Moral Development Cognitive Domain: Comprehension Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Why do leaders often choose the ethical course of action but then fail to follow through on their choice?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Components of Moral Action Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

7. Develop your own decision-making format. Outline each step and explain why it is important.

Ans: Varies.

Cognitive Domain: Application Answer Location: Decision-Making Formats Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

8. Explain the roles that emotions play in ethical decision-making and action.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Component 3: Moral Focus (Motivation) Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

9. What steps can you take to improve your ability to make and follow through on ethical choices based on material from this chapter?

Ans: Varies.

Cognitive Domain: Application Answer Location: Decision-Making Formats Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

10. Describe the role of neuroscience in our understanding of emotions.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Ethical Decision Making: A Dual Process Approach

Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

11. Practicing intelligent disobedience is a four-step process. Briefly describe each step.

Ans: (1) Understand the mission, values, and goals of the organization or group; (2) pause and examine any order that seems inconstant with the mission, values, and goals; (3) make a conscious choice to comply or resist the order, offering an alternative when possible; and (4) assume personal accountability for your choice to obey or disobey.

Cognitive Domain: Comprehension Answer Location: Intelligent Disobedience Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

12. Discuss the seven pillars or foundational concepts that equip ethical choices by Giving Voice to Values.

Ans: See Box 6.1.

Cognitive Domain: Comprehension Answer Location: Box 6.1: Giving Voice to Values Difficulty Level: Medium AACSB Standard: Application of knowledge

13. Briefly discuss the significance of the Lonergan/Baird method.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: The Lonergan/Baird Method Difficulty Level: Medium AACSB Standard: Application of knowledge

14. Describe what you learned about the Foursquare Protocol.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: The Foursquare Protocol Difficulty Level: Medium AACSB Standard: Application of knowledge

15. How can we build moral intensity?

Ans: We can build moral intensity by (1) illustrating that the situation can cause significant harm or benefit to many people (magnitude of consequences); (2) establishing that there is social consensus or agreement that a behavior is moral or immoral (e.g., legal or illegal, approved or forbidden by a professional association); (3) demonstrating probability of effect, that the act will happen and will cause harm or benefit; (4) showing that the consequences will happen soon (temporal immediacy); (5) emphasizing social, psychological, physical, or psychological closeness (proximity) with those affected by our actions; and (6) proving that one person or a group will greatly suffer due to a decision (concentration of effect).

Cognitive Domain: Comprehension Answer Location: Component 1: Moral Sensitivity (Recognition) Difficulty Level: Medium AACSB Standard: Application of knowledge

Chapter 7: Exercising Ethical Influence Test Bank Multiple Choice

1. ______ is a proactive managerial influence tactic that offers factual evidence, explanations, and logical arguments to illustrate that a proposal or request will attain task and organization objectives.

A. Appraising B. Rational persuasion C. Inspirational appeals

D. Consultation Ans: B Cognitive Domain: Comprehension Answer Location: Compliance Gaining Difficulty Level: Hard AACSB Standard: Application of knowledge

2. ______ is a proactive managerial influence tactic that is meant to generate enthusiasm by appealing to values and ideas, arousing emotions.

A. Appraising B. Rational persuasion C. Inspirational appeals D. Consultation Ans: C Cognitive Domain: Comprehension Answer Location: Compliance Gaining Difficulty Level: Hard AACSB Standard: Application of knowledge

3. According to Hunter and Boster, ______ highlights the way in which leaders must balance the cost of using a tactic against the goal they seek.

A. emotional–ethical threshold B. rational persuasion C. consultation D. radical–ethical threshold Ans: A Cognitive Domain: Comprehension

Answer Location: Compliance Gaining Difficulty Level: Hard AACSB Standard: Application of knowledge

4. The ______ refers to negative expectations lowering performance.

A. Pygmalion effect B. self-fulfilling prophecy C. disadvantaged syndrome D. Golem effect Ans: D Cognitive Domain: Knowledge Answer Location: Communication of Expectations Difficulty Level: Medium AACSB Standard: Application of knowledge

5. ______ describes the social and emotional atmosphere leaders create for followers.

A. Feedback B. Climate C. Input D. Output Ans: B Cognitive Domain: Knowledge Answer Location: Communication of Expectations Difficulty Level: Easy AACSB Standard: Application of knowledge

6. ______ refers to the attention and focus given to followers.

A. Feedback B. Climate C. Input D. Output Ans: C Cognitive Domain: Knowledge Answer Location: Communication of Expectations Difficulty Level: Easy AACSB Standard: Application of knowledge

7. Which of the following is not a strategy for improving organization-wide performance through selfefficacy?

A. verbal persuasion B. modeling skills as well as positive thinking and how to deal with failure C. delivering constructive suggestions D. improving emotional intelligence Ans: D Cognitive Domain: Comprehension Answer Location: Communication of Expectations Difficulty Level: Medium AACSB Standard: Application of knowledge

8. The ______ refers to the fact that high self-expectation leads to high performance.

A. Galatea effect B. Pygmalion effect C. Goleta effect

D. Golem effect Ans: A Cognitive Domain: Application Answer Location: Communication of Expectations Difficulty Level: Easy AACSB Standard: Application of knowledge

9. Leaders generally rely on ______ when they want to influence others who take a different side on controversial issues like immigration reform or tax increases.

A. persuasion B. arguments C. communication D. direct tactics Ans: B Cognitive Domain: Comprehension Answer Location: Argumentation Difficulty Level: Medium AACSB Standard: Application of knowledge

10. ______ is hostile communication that attacks the self-concepts of others instead of (or in addition to) their stands on the issues.

A. Verbal aggressiveness B. Communication sabotage C. Self-confidence tactics D. Arguments Ans: A Cognitive Domain: Comprehension

Answer Location: Argumentation Difficulty Level: Medium AACSB Standard: Application of knowledge

11. Which of the following is not a suggestion from Infante on how to respond to those who verbally attack you?

A. do not reciprocate the attack B. hold firm in your position C. threaten to leave if the attacks don‟t cease D. refute the verbally aggressive claim underlying a personal attack Ans: B Cognitive Domain: Comprehension Answer Location: Argumentation Difficulty Level: Hard AACSB Standard: Application of knowledge

12. According to Toulmin‟s model for developing arguments, ______ makes the link from the grounds to the claim.

A. vaping B. warrant C. backing D. qualifiers Ans: B Cognitive Domain: Application Answer Location: Box 7.1: The Toulmin Model Difficulty Level: Medium AACSB Standard: Application of knowledge

13. According to Toulmin‟s model for developing arguments, ______ is additional evidence that supports the warrant.

A. vaping B. grounds C. backing D. qualifiers Ans: C Cognitive Domain: Comprehension Answer Location: Box 7.1: The Toulmin Model Difficulty Level: Easy AACSB Standard: Application of knowledge

14. ______, the obligation to repay others, is a universal norm of human society that encourages cooperation.

A. Obedience B. Compliance C. Reciprocation D. Influence Ans: C Cognitive Domain: Comprehension Answer Location: Reciprocation (Give-and-Take) Difficulty Level: Medium AACSB Standard: Application of knowledge

15. Using small commitments to leverage bigger ones is called the ______ strategy.

A. “one for the road”

B. “catching bigger fish” C. “foot in the door” D. “killing two birds with one stone” Ans: C Cognitive Domain: Comprehension Answer Location: Commitment and Consistency Difficulty Level: Hard AACSB Standard: Application of knowledge

16. The ______ principle is based on the notion that when opportunities are less available, they appear more valuable.

A. liking B. social proof C. scarcity D. reciprocity Ans: C Cognitive Domain: Knowledge Answer Location: Scarcity Difficulty Level: Easy AACSB Standard: Application of knowledge

17. Leadership is based on the exercise of ______.

A. power B. control C. influence D. liking Ans: C

Cognitive Domain: Knowledge Answer Location: Ethical Issues in Influence Difficulty Level: Easy AACSB Standard: Application of knowledge

18. ______ are the verbal tactics that leaders and others use to get their way.

A. Compliance-gaining strategies B. Solution presentations C. Feedback loops D. Legitimizing tactics Ans: A Cognitive Domain: Knowledge Answer Location: Compliance Gaining Difficulty Level: Medium AACSB Standard: Application of knowledge

19. ______ claim the right or authority to make a request, aligning the request with the organization‟s rules, policies, and traditions.

A. Compliance-gaining strategies B. Solution presentations C. Feedback loops D. Legitimating tactics Ans: D Cognitive Domain: Comprehension Answer Location: Compliance Gaining Difficulty Level: Medium AACSB Standard: Application of knowledge

20. Leaders give more frequent positive ______ when they have high expectations of followers.

A. expectations B. feedback C. reinforcement D. outcomes Ans: B Cognitive Domain: Comprehension Answer Location: Communication of Expectations Difficulty Level: Easy AACSB Standard: Application of knowledge

21. Communicating high ______ to everyone in the group or organization is an ethical alternative to deception and ability grouping.

A. expectations B. feedback C. reinforcement D. outcomes Ans: A Cognitive Domain: Comprehension Answer Location: Communication of Expectations Difficulty Level: Easy AACSB Standard: Application of knowledge

22. Ethical argument is based on the recognition of the difference between ______ and verbal aggression.

A. expression B. negotiation

C. conflict D. argumentation Ans: D Cognitive Domain: Comprehension Answer Location: Argumentation Difficulty Level: Medium AACSB Standard: Application of knowledge

23. ______ is a phrase that means assuming without evidence that one event will inevitably lead to a bad result.

A. Squeaky wheel B. Cat‟s meow C. Slippery slope D. Against a wall Ans: C Cognitive Domain: Application Answer Location: Argumentation Difficulty Level: Medium AACSB Standard: Application of knowledge

24. ______ means attacking the person instead of the argument.

A. Ad hoc B. Ad hominem C. Verbal aggression D. Conflict Ans: B Cognitive Domain: Comprehension

Answer Location: Argumentation Difficulty Level: Medium AACSB Standard: Application of knowledge

25. According to Toulmin‟s model for developing arguments, a ______ is a conclusion based on facts.

A. claim B. backing C. jargon D. bargaining strategy Ans: A Cognitive Domain: Comprehension Answer Location: Box 7.1: The Toulmin Model Difficulty Level: Easy AACSB Standard: Application of knowledge

26. According to Toulmin‟s model for developing arguments, ______ is the proof that supports it.

A. a claim B. grounds C. jargon D. bargaining Ans: B Cognitive Domain: Comprehension Answer Location: Box 7.1: The Toulmin Model Difficulty Level: Easy AACSB Standard: Application of knowledge

27. ______ typically adopt either a distributive or integrative approach to negotiation.

A. Bargainers B. Leaders C. Consumers D. Partners Ans: A Cognitive Domain: Comprehension Answer Location: Negotiation Difficulty Level: Medium AACSB Standard: Application of knowledge

28. ______ is when onlookers fail to intervene to help shooting victims or those suffering from strokes or other health emergencies.

A. Hawthorne effect B. Golem effect C. Bystander effect D. Pygmalion effect Ans: C Cognitive Domain: Application Answer Location: Social Proof Difficulty Level: Medium AACSB Standard: Application of knowledge

29. Bystander effect is an example of ______.

A. cognitive reasoning B. social proof C. social isolation

D. social reasoning Ans: B Cognitive Domain: Comprehension Answer Location: Social Proof Difficulty Level: Medium AACSB Standard: Application of knowledge

30. The Watergate scandal is an example of ______.

A. cognitive reasoning B. social proof C. social isolation D. reciprocity norm Ans: D Cognitive Domain: Application Answer Location: Reciprocation (Give-and-Take) Difficulty Level: Medium AACSB Standard: Application of knowledge

31. The ______ is the tendency to live up to the expectations others place on us.

A. Hawthorne effect B. Golem effect C. bystander effect D. Pygmalion effect Ans: D Cognitive Domain: Knowledge Answer Location: Communication of Expectations

Difficulty Level: Medium AACSB Standard: Application of knowledge

32. Argument is constructive, while ______ aggression is destructive.

A. verbal B. open C. hidden D. nonverbal Ans: A Cognitive Domain: Knowledge Answer Location: Argumentation Difficulty Level: Medium AACSB Standard: Application of knowledge

33. The ______ principle is the perception of when opportunities are less available, they become more valuable.

A. authority B. scarcity C. liking D. social proof Ans: B Cognitive Domain: Comprehension Answer Location: Scarcity Difficulty Level: Easy AACSB Standard: Application of knowledge

34. ______ stand for moral concepts that may be material objects or pictures.

A. Moral symbols B. Moral compasses C. Moral reasonings D. Moral foundings Ans: A Cognitive Domain: Comprehension Answer Location: The “Garlic Necklace” of Moral Symbols Difficulty Level: Easy AACSB Standard: Application of knowledge 35. ______ is a compliance-gaining strategy where a leader can offer factual evidence to illustrate the objective.

A. Apprising B. Consultation C. Rational persuasion D. Personal appeals Ans: C Cognitive Domain: Comprehension Answer Location: Compliance Gaining Difficulty Level: Easy AACSB Standard: Application of knowledge

True/False

1. With the proactive managerial influence tactic of apprising, there is an appeal to feelings of loyalty and friendship.

Ans: F Cognitive Domain: Knowledge

Answer Location: Compliance Gaining Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Supervisors and instructors signal positive expectations by giving adequate time to employees and students, holding appointments in pleasant surroundings, sitting or standing close to workers or class members, nodding and smiling, making frequent eye contact, and using a warm tone of voice.

Ans: T Cognitive Domain: Application Answer Location: Communication of Expectations Difficulty Level: Hard AACSB Standard: Application of knowledge

3. Those tagged as low performers are given more opportunities to speak, to offer their opinions, and to disagree.

Ans: F Cognitive Domain: Application Answer Location: Communication of Expectations Difficulty Level: Easy AACSB Standard: Application of knowledge

4. Meeting and exceeding standards encourages leaders to raise their expectations of us.

Ans: T Cognitive Domain: Comprehension Answer Location: Communication of Expectations Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Profanity is an example of aggressive tactics.

Ans: T Cognitive Domain: Application Answer Location: Argumentation Difficulty Level: Easy AACSB Standard: Application of knowledge

6. There are no nonverbal indicators that would classify as an aggressive tactic.

Ans: F Cognitive Domain: Application Answer Location: Argumentation Difficulty Level: Easy AACSB Standard: Application of knowledge

7. Verbal aggressiveness has been linked to spousal abuse and family violence and has been found to reduce student learning and instructor credibility.

Ans: T Cognitive Domain: Application Answer Location: Argumentation Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Plagiarism is a form of faulty evidence in a position.

Ans: T Cognitive Domain: Application Answer Location: Argumentation Difficulty Level: Medium

AACSB Standard: Application of knowledge

9. Inaccurate or incomplete citation of sources and quotations is an example of faculty reasoning in your position.

Ans: F Cognitive Domain: Comprehension Answer Location: Argumentation Difficulty Level: Medium AACSB Standard: Application of knowledge

10. A straw argument is failing to offer evidence that supports the position.

Ans: F Cognitive Domain: Knowledge Answer Location: Argumentation Difficulty Level: Easy AACSB Standard: Application of knowledge

11. “The United States imprisons too many of its citizens,” is a form of grounds, according to Toulmin‟s model.

Ans: F Cognitive Domain: Application Answer Location: Box 7.1: The Toulmin Model Difficulty Level: Hard AACSB Standard: Application of knowledge

12. Leaders of all kinds engage in negotiation.

Ans: T

Cognitive Domain: Knowledge Answer Location: Negotiation Difficulty Level: Easy AACSB Standard: Application of knowledge

13. According to the four steps of principled negotiation, combining the people from the problem is the first step.

Ans: F Cognitive Domain: Comprehension Answer Location: Negotiation Difficulty Level: Medium AACSB Standard: Application of knowledge

14. The principle of reciprocity is based on the idea that most of us recognize that we are more likely to comply with the requests of people we like.

Ans: F Cognitive Domain: Comprehension Answer Location: Liking Difficulty Level: Medium AACSB Standard: Application of knowledge

15. Often we comply with the appearance of authority, not real authority.

Ans: T Cognitive Domain: Comprehension Answer Location: Authority Difficulty Level: Easy AACSB Standard: Application of knowledge

16. We are more likely to obey when persuaders have fancy titles or prestige.

Ans: T Cognitive Domain: Knowledge Answer Location: Authority Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. Briefly discuss the common proactive managerial influence tactics according to Yukl.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Compliance Gaining Difficulty Level: Medium AACSB Standard: Application of knowledge

2. What did you learn about the Pygmalion effect that could be helpful to know in light of the expectations of leaders on their followers?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Communication of Expectations Difficulty Level: Medium AACSB Standard: Reflective thinking

3. Discuss the four channels that signal high/low expectations.

Ans: Varies, but includes climate, feedback, input, and output.

Cognitive Domain: Comprehension Answer Location: Communication of Expectations Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Discuss the significance of communicating high expectations in regard to the leader/follower relationship.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Communication of Expectations Difficulty Level: Medium AACSB Standard: Reflective thinking

5. Discuss Infante‟s five skills that make up argumentative competence. How could you apply these skills in the workplace?

Ans: Varies.

Cognitive Domain: Application Answer Location: Faulty Evidence Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

6. Discuss the elements from Toulmin‟s model that can help you in developing an argument.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Box 7.1: The Toulmin Model Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

7. Discuss two significant elements of Principle U. Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Faulty Evidence Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

8. Discuss a minimum of four questions posed by Lax and Sebenius and argue for or against using these tactics.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Negotiation Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

9. What are some of the ethical issues/concerns in negotiation when used in the workplace?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Negotiation Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

10. Discuss Fisher, Ury, and Patton‟s four steps of principled negotiation.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Negotiation

Difficulty Level: Medium AACSB Standard: Application of knowledge

Chapter 8: Normative Leadership Theories Test Bank Multiple Choice

1. Transformational leaders act as coaches or mentors who foster personal development. This is referred to as ______.

A. inspirational motivation B. idealized influence C. intellectual stimulation D. individualized consideration Ans: D Cognitive Domain: Application Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Hard AACSB Standard: Application of knowledge

2. Which is a caution of transformational leadership?

A. undervalues the contributions of leaders B. ineffective C. recognizes that leaders are born to lead D. leader centric Ans: D Cognitive Domain: Comprehension Answer Location: Transformational Leadership: Raising the Ethical Bar

Difficulty Level: Medium AACSB Standard: Application of knowledge

3. For which of the following is servant leadership criticized?

A. sacrificing self-awareness B. misplaced goals C. being overly complex D. ignoring altruism Ans: B Cognitive Domain: Comprehension Answer Location: Servant Leadership: Cautions Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Who is credited with sparking contemporary interest in servant leadership?

A. James MacGregor Burns B. Margaret Wheatley C. Robert Greenleaf D. Scott Peck Ans: C Cognitive Domain: Knowledge Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Authentic leaders remain objective even when receiving negative feedback. Which component of authenticity does this reflect?

A. awareness B. relational orientation C. unbiased (balanced) processing D. behavior Ans: C Cognitive Domain: Knowledge Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Which of the following is a true statement about authentic leadership?

A. Authenticity is an inherited leadership trait.

B. Authenticity improves leadership performance.

C. Authenticity is one of many sources of ethical leadership.

D. Authenticity is required of all leaders.

Ans: B Cognitive Domain: Knowledge Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Hard AACSB Standard: Application of knowledge

7. ______ leaders focus on terminal values such as liberty, equality, and justice.

A. Transactional B. Transformational C. Aesthetic D. Altruistic

Ans: B Cognitive Domain: Comprehension Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Easy AACSB Standard: Application of knowledge

8. For which type of leadership is stewardship one of the characteristics?

A. aesthetic B. servant C. relational D. transformational Ans: B Cognitive Domain: Knowledge Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Easy AACSB Standard: Application of knowledge

9. ______ describes remaining objective when receiving information. Inauthentic responses involve denying, distorting, or ignoring feedback we don‟t want to acknowledge.

A. Rational transparency B. Internalized moral perspectives C. Balanced processing D. Self-awareness Ans: C Cognitive Domain: Application Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Hard

AACSB Standard: Application of knowledge

10. ______ means being conscious of, and trusting in, our motives, desires, feelings, and self-concept.

A. Rational transparency B. Internalized moral perspectives C. Balanced processing D. Self-awareness Ans: D Cognitive Domain: Application Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Medium AACSB Standard: Application of knowledge

11. ALT theorists seem to equate self-awareness with ______.

A. transparency B. morality C. authenticity D. self-efficacy Ans: B Cognitive Domain: Analysis Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Easy AACSB Standard: Application of knowledge

12. ______ allows authentic followers to feel like they “own” the organizations where they work and volunteer.

A. Psychological ownership

B. Pseudo-ownership C. Effective ownership D. Hierarchy ownership Ans: A Cognitive Domain: Knowledge Answer Location: Authentic Followership Difficulty Level: Medium AACSB Standard: Application of knowledge

13. ______ leadership emphasizes the sensory and emotional dimension of organizational life.

A. Aesthetic B. Servant C. Relational D. Transformational Ans: A Cognitive Domain: Knowledge Answer Location: Aesthetic (Beautiful) Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

14. Transformational leadership has been criticized as ______ for paying too much attention to leaders.

A. leader heavy B. leader powerful C. leader exchange D. leader centric Ans: D

Cognitive Domain: Comprehension Answer Location: Cautions Difficulty Level: Medium AACSB Standard: Application of knowledge

15. ______ describes how transformational leaders become role models for followers.

A. Power influence B. Idealized influence C. Leader influence D. Relational influence Ans: B Cognitive Domain: Comprehension Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Medium AACSB Standard: Application of knowledge

16. President John F. Kennedy is an example of ______ leadership because he was youthful, energetic, and glamorous.

A. relational B. servant C. aesthetic D. transformational Ans: C Cognitive Domain: Application Answer Location: Aesthetic (Beautiful) Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

17. ______ refers to acting on behalf of others.

A. Transactional B. Servant leadership C. Aesthetic leadership D. Stewardship Ans: D Cognitive Domain: Comprehension Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Medium AACSB Standard: Application of knowledge

18. ______ events play an important role in the moral development of authentic leaders.

A. Social B. Trigger C. Halo D. Capital Ans: B Cognitive Domain: Knowledge Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Easy AACSB Standard: Application of knowledge

19. ______ leaders take their obligations or responsibilities seriously.

A. Aesthetic B. Servant

C. Relational D. Transformational Ans: B Cognitive Domain: Comprehension Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Easy AACSB Standard: Application of knowledge

20. Followers are likely to emulate the example of ______ leaders who set a high ethical standard.

A. aesthetic B. servant C. authentic D. transformational Ans: C Cognitive Domain: Application Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Easy AACSB Standard: Application of knowledge

21. ______ leaders appeal to lower level needs of followers--that is, the need for food, shelter, and acceptance.

A. Transactional B. Transformational C. Aesthetic D. Altruistic Ans: A Cognitive Domain: Comprehension

Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Easy AACSB Standard: Application of knowledge

22. Which of the following is not one of the key elements of servant leadership?

A. obligation B. partnership C. stewardship D. emotional intelligence Ans: D Cognitive Domain: Comprehension Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Easy AACSB Standard: Application of knowledge

23. Which item is not a component of transformational leadership?

A. esteem B. serving others C. competency D. self-fulfillment Ans: B Cognitive Domain: Knowledge Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Easy AACSB Standard: Application of knowledge

24. ______ means being conscious of our motives, desires, feelings, and self-concepts.

A. Self-awareness B. Self-efficacy C. Self-confidence D. Self-regulation Ans: A Cognitive Domain: Comprehension Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Easy AACSB Standard: Application of knowledge

25. ______ is presenting the authentic self to others, openly expressing true thoughts and feelings appropriate for the situation.

A. Self-awareness B. Self-efficacy C. Balanced processing D. Relational transparency Ans: D Cognitive Domain: Application Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Medium AACSB Standard: Application of knowledge

26. ______ transactional leaders engage in contingent reward and management by exception.

A. Passive B. Active C. Engaged

D. Open Ans: B Cognitive Domain: Application Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Easy AACSB Standard: Application of knowledge

27. ______ transactional leaders wait for problems to arise before taking action, or they avoid taking any action at all.

A. Passive B. Active C. Engaged D. Open Ans: A Cognitive Domain: Application Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Easy AACSB Standard: Application of knowledge

28. ______ is integral to aesthetic leadership.

A. Self-awareness B. Ethics C. Morality D. Communication Ans: B Cognitive Domain: Knowledge Answer Location: Aesthetic (Beautiful) Leadership

Difficulty Level: Easy AACSB Standard: Application of knowledge

29. What are the two underlining dimensions to leadership styles?

A. task and relationship B. form and function C. authentic and unauthentic D. true and false Ans: A Cognitive Domain: Comprehension Answer Location: What‟s Ahead Difficulty Level: Medium AACSB Standard: Application of knowledge

30. ______ leaders exchange money, benefits and recognition, whereas ______ leaders utilize esteem, competency and self-fulfillment to motivate followers.

A. Menial; big B. Transactional; transformational C. Business; inspirational D. Unauthentic; authentic Ans: B Cognitive Domain: Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Easy AACSB Standard: Application of knowledge

31. ______ leaders emphasize values such as responsibility, fairness, and honesty.

A. Transactional B. Transformational C. Aesthetic D. Altruistic Ans: A Cognitive Domain: Knowledge Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Easy AACSB Standard: Application of knowledge

32. Which is a true statement about laissez-faire transactional leadership?

A. They discover new options.

B. They jump in and take initiative.

C. They avoid taking action.

D. They use contingent rewards.

Ans: C Cognitive Domain: Application Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Medium AACSB Standard: Application of knowledge

33. Which of the following is not an element of paternalistic leadership?

A. morality B. authoritarianism C. benevolence D. mindfulness

Ans: D Cognitive Domain: Comprehension Answer Location: Benevolent Leadership: Demonstrate Concern and Compassion Difficulty Level: Medium AACSB Standard: Application of knowledge

34. A ______ leader may demonstrate concern for a follower on and off the job.

A. moral B. authoritative C. benevolent D. mindful Ans: C Cognitive Domain: Application Answer Location: Benevolent Leadership: Demonstrate Concern and Compassion Difficulty Level: Medium AACSB Standard: Application of knowledge

35. ______ describes behaviors a leader demonstrates of their personal virtues.

A. Morality B. Justice C. Moral compass D. Leadership Ans: A Cognitive Domain: Application Answer Location: Benevolent Leadership: Demonstrate Concern and Compassion Difficulty Level: Medium

AACSB Standard: Application of knowledge

36. Which of the following was not a caution for the benevolent leadership?

A. negative connotation of paternalism B. It‟s leader centric.

C. still underdeveloped D. It‟s narrow-minded.

Ans: D Cognitive Domain: Comprehension Answer Location: Benevolent Leadership: Demonstrate Concern and Compassion Difficulty Level: Hard AACSB Standard: Application of knowledge

37. What type of leadership is the “demonstration of normatively appropriate conduct through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision-making?”

A. ethical leadership B. benevolent leadership C. authentic leadership D. transformational leadership Ans: A Cognitive Domain: Comprehension Answer Location: Ethical Leadership: Moral Persons and Moral Managers Difficulty Level: Medium AACSB Standard: Application of knowledge

38. ______ enhance their moral reputation by actively promoting ethical behavior throughout the organization.

A. Pseudo-dynamic leaders B. Employees C. Moral managers D. Transformers Ans: C Cognitive Domain: Knowledge Answer Location: Ethical Leadership: Moral Persons and Moral Managers Difficulty Level: Medium AACSB Standard: Application of knowledge

39. Which of the following is not a listed component of authenticity?

A. self-awareness B. balanced processing C. negotiation of values D. internalized moral perspective Ans: C Cognitive Domain: Comprehension Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Medium AACSB Standard: Application of knowledge

40. Which of the following is not an identified component of aesthetic leadership according to Donna Ladkin?

A. mastery B. coherence C. purpose D. performance

Ans: D Cognitive Domain: Comprehension Answer Location: Aesthetic (Beautiful) Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. Servant leaders should put the needs of the followers before their own needs.

Ans: T Cognitive Domain: Knowledge Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Leaders are either transactional or transformational.

Ans: F Cognitive Domain: Knowledge Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Easy AACSB Standard: Application of knowledge

3. The goal of a transformational leader is to raise the level of morality in a group or organization.

Ans: T Cognitive Domain: Knowledge Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Medium

AACSB Standard: Application of knowledge

4. Simplicity is a strength of servant leadership.

Ans: T Cognitive Domain: Comprehension Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Transformational leaders pursue personal goals and foster competitiveness.

Ans: F Cognitive Domain: Comprehension Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Both vision and honesty are attributes of servant leaders.

Ans: T Cognitive Domain: Comprehension Answer Location: Box 8.2: Servant Leader Attributes Difficulty Level: Easy AACSB Standard: Application of knowledge

7. One of the cautions of servant leaders is the style may not work in every context.

Ans: T Cognitive Domain: Knowledge

Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Easy AACSB Standard: Application of knowledge

8. Operating as a servant leader means putting the focus on self rather than on others.

Ans: F Cognitive Domain: Comprehension Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Easy AACSB Standard: Application of knowledge

9. Skepticism about servant leadership may stem in part from a misunderstanding that equates service with weakness.

Ans: T Cognitive Domain: Comprehension Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Medium AACSB Standard: Application of knowledge

10. Studies have found that benevolent leadership generates more positive outcomes for an organization than authoritarian leadership.

Ans: T Cognitive Domain: Comprehension Answer Location: Benevolent Leadership: Demonstrate Concern and Compassion Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. Name and describe the four key concepts of servant leadership.

Ans: Stewardship, obligation, partnership, and elevating purpose. Descriptions will vary.

Cognitive Domain: Comprehension Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Name and explain the components of transformational leadership.

Ans: Transformational leaders speak to higher level needs, such as esteem, competency, self-fulfillment, and self-actualization. Explanations will vary.

Cognitive Domain: Comprehension Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Name five products of pseudo-transformational leadership.

Ans: Promote special interests at the expense of the common good; encourage dependency of followers and may privately despise them; foster competitiveness; pursue personal goals; foment greed, envy, hate, and deception; engage in conflict rather than cooperation; use inconsistent, irresponsible means; use persuasive appeals based on emotion and false logic; keep their distance from followers and expect blind obedience; seek to become idols for followers; manipulate followers.

Cognitive Domain: Comprehension Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Describe the positive effects that authentic leaders have on followers.

Ans: Followers are likely to emulate the example of authentic leaders who set a high ethical standard.

They feel empowered to make ethical choices on their own without the input of the leader and are more likely to act courageously. They align themselves with the values of the organization and become authentic moral agents themselves. Leader authenticity also fosters feelings of self-efficacy (competence), hope, optimism, and resilience in followers. Authentic followers, for their part, provide feedback that reinforces the authentic behavior of leaders and increases the leaders‟ self-knowledge. (See the Focus on Follower Ethics box for more information on the characteristics of authentic followers.) They also reward their leaders by giving them more latitude to make difficult, unpopular choices. Authentic leadership and followership are more likely to develop in organizational climates that provide the information and other resources that employees need to get their work done, encourage learning, treat members fairly, and set clear goals and performance standards.

Cognitive Domain: Comprehension Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

5. Name and define the four components of authentic leadership.

Ans: Self-awareness means being conscious of, and trusting in, our motives, desires, feelings, and selfconcept. Self-aware people know their strengths and weaknesses, personal traits, and emotional patterns, and they are able to use this knowledge when interacting with others and their environments. Balanced processing describes remaining objective when receiving information. Inauthentic responses involve denying, distorting, or ignoring feedback we don‟t want to acknowledge. We may have to accept the fact that we aren‟t very good at certain activities (accounting, writing, and playing basketball) or that we have problems managing our anger. Internalized moral perspective refers to regulating our behavior according to our internal standards and values, not according to what others say. We act in harmony with what we believe and do not change our behavior to please others or to earn rewards or avoid punishment.

Relational transparency is presenting the authentic self to others, openly expressing true thoughts, and feelings appropriate for the situation.

Cognitive Domain: Comprehension Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Medium AACSB Standard: Reflective thinking

6. What are the three cautions of aesthetic (beautiful) leadership?

Ans: Ignores the rational dimension of leadership, definitions of beauty vary, performances can be dishonest.

Cognitive Domain: Comprehension Answer Location: Aesthetic (Beautiful) Leadership Difficulty Level: Medium AACSB Standard: Reflective thinking

7. Compare and contrast transactional and transformational leadership.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Medium AACSB Standard: Reflective thinking

8. Which of the six normative leadership theories described in the chapter do you find most helpful?

Explain your choice based on your experiences and/or on your observations of other leaders.

Ans: Varies.

Cognitive Domain: Application Answer Location: What‟s Ahead Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

9. Do you think that authenticity is the most important source of ethical leadership? Why or why not?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Authentic Leadership: Know Yourself and to Your Own Self Be True Difficulty Level: Medium

AACSB Standard: Ethical understanding and reasoning

10. What common threads or themes do you note in the five normative leadership theories described in the chapter?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: What‟s Ahead and multiple sections Difficulty Level: Medium AACSB Standard: Reflective thinking

11. Is servant leadership unrealistic? Defend your answer.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Servant Leadership: Put the Needs of Followers First Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

12. Think about a leader you know who is an aesthetic (beautiful) leader. What qualities does this person possess that make them an aesthetic (beautiful) leader? According to the text, what are some of the characteristics of an aesthetic (beautiful) leader?

Ans: Varies.

Cognitive Domain: Application Answer Location: Aesthetic (Beautiful) Leadership Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

13. According to Bass and Avolio, what are the characteristics of transformational leadership?

Ans:

Idealized influence. Transformational leaders become role models for followers who admire, respect, and trust them. They put followers‟ needs above their own, and their behavior is consistent with the values and principles of the group.

Inspirational motivation. Transformational leaders motivate by providing meaning and challenge to the tasks of followers. They arouse team spirit, are enthusiastic and optimistic, and help followers develop desirable visions for the future.

Intellectual stimulation. Transformational leaders stimulate innovation and creativity. They do so by encouraging followers to question assumptions, reframe situations, and approach old problems from new perspectives. Transforming leaders don‟t criticize mistakes but instead solicit solutions from followers.

Individualized consideration. Transformational leaders act as coaches or mentors who foster personal development. They provide learning opportunities and a supportive climate for growth. Their coaching and mentoring are tailored to the individual needs and desires of each follower.

Cognitive Domain: Comprehension Answer Location: Transformational Leadership: Raising the Ethical Bar Difficulty Level: Medium AACSB Standard: Application of knowledge

14. Explain the three dimensions of paternalistic leadership.

Ans: Varies. Authoritarianism describes the behaviors that demand obedience and exert control.

Benevolent leadership behaviors demonstrate concern for individual followers on and off the job.

Morality describes the behaviors that demonstrate the leader‟s personal virtues.

Cognitive Domain: Comprehension Answer Location: Benevolent Leadership: Demonstrate Concern and Compassion Difficulty Level: Medium AACSB Standard: Application of knowledge

Chapter 9: Building an Ethical Small Group Test Bank Multiple Choice

1. Groups suffering from groupthink exhibit which of the following?

A. overanalyze the problem B. do not reexamine a course of action when it is not working C. engage in excessive conflict D. fail to seek consensus Ans: B Cognitive Domain: Application Answer Location: Groupthink Difficulty Level: Medium AACSB Standard: Application of knowledge

2. ______ try to protect the group leader from unpleasant feedback.

A. Moral champions B. Self-appointed mind guards C. Lieutenants D. Screeners Ans: B Cognitive Domain: Comprehension Answer Location: Groupthink Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Which of the following factors contribute MOST to the Abilene paradox?

A. fear of separation B. real risk C. action anxiety

D. negative fantasies Ans: A Cognitive Domain: Comprehension Answer Location: False Agreement Difficulty Level: Easy AACSB Standard: Application of knowledge

4. Which of the following was not a given suggestion for listening in a group?

A. pay close attention to individual words B. compensate for emotion arousing words and ideas C. ask questions D. avoid interruptions Ans: A Cognitive Domain: Comprehension Answer Location: Comprehensive, Critical Listening Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Who is the creator of groupthink theory?

A. Jerry Harvey B. Steven Karau C. Irving Janis D. Christopher Neck Ans: C Cognitive Domain: Knowledge Answer Location: Groupthink

Difficulty Level: Medium AACSB Standard: Application of knowledge

6. ______ listening processes the verbal and nonverbal components of a message.

A. Discriminative B. Critical C. Appreciative D. Comprehensive Ans: A Cognitive Domain: Knowledge Answer Location: Comprehensive, Critical Listening Difficulty Level: Medium AACSB Standard: Application of knowledge

7. All of the following are suggestions for resisting groupthink, EXCEPT ______.

A. divide regularly into subgroups B. invite outsiders in C. adopt a decision-making format D. give the team strict time limits Ans: D Cognitive Domain: Knowledge Answer Location: Groupthink Difficulty Level: Hard AACSB Standard: Application of knowledge

8. Roberto really wants the high grade that his group could receive if it does a quality class project.

According to the collective effort model, he is motivated by ______.

A. high expectancy B. high instrumentality C. high valence D. high conscientiousness Ans: C Cognitive Domain: Application Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Which of the following is an outcome of substantive conflict?

A. anger B. problem avoidance C. escalating hostilities D. thorough problem analysis Ans: D Cognitive Domain: Application Answer Location: Productive Conflict Difficulty Level: Medium AACSB Standard: Application of knowledge

10. Which of the following is not an element of small groups?

A. loyalty B. interdependence C. mutual influence D. ongoing communication

Ans: A Cognitive Domain: Comprehension Answer Location: Box 9.1: Defining Groups and Teams Difficulty Level: Easy AACSB Standard: Application of knowledge

11. ______ is used to describe the fact that individuals often reduce their efforts when placed in a group.

A. Social thinking B. Groupthink C. Social loafing D. Social idea Ans: C Cognitive Domain: Knowledge Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Easy AACSB Standard: Application of knowledge

12. ______ is how much a person expects that his or her effort will lead to high group performance.

A. Expectancy B. Instrumentality C. Social loafing D. Groupthink Ans: A Cognitive Domain: Knowledge Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Medium

AACSB Standard: Application of knowledge

13. ______ is the belief that one‟s personal contribution and the group‟s collective effort will bring about the desired result.

A. Expectancy B. Instrumentality C. Social loafing D. Valence Ans: B Cognitive Domain: Comprehension Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Easy AACSB Standard: Application of knowledge

14. ______ is how desirable the outcome is for individual group members.

A. Expectancy B. Instrumentality C. Social loafing D. Valence Ans: D Cognitive Domain: Knowledge Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Easy AACSB Standard: Application of knowledge

15. The 911 operators demonstrate the importance of ______ listening.

A. active

B. discriminative C. ethical D. comprehensive Ans: B Cognitive Domain: Application Answer Location: Comprehensive, Critical Listening Difficulty Level: Medium AACSB Standard: Application of knowledge

16. ______ listening is motivated by the need to understand and retain messages.

A. Active B. Discriminative C. Ethical D. Comprehensive Ans: D Cognitive Domain: Knowledge Answer Location: Comprehensive, Critical Listening Difficulty Level: Medium AACSB Standard: Application of knowledge

17. ______ listening leads to evaluation.

A. Appreciative B. Ethical C. Critical D. Active Ans: C

Cognitive Domain: Knowledge Answer Location: Comprehensive, Critical Listening Difficulty Level: Easy AACSB Standard: Application of knowledge

18. Which of the following is not a positive outcome for substantive conflict?

A. thorough problem analysis B. greater motivation to solve problems C. increased group cohesion and cooperation D. higher emotional intelligence Ans: D Cognitive Domain: Comprehension Answer Location: Productive Conflict Difficulty Level: Hard AACSB Standard: Application of knowledge

19. ______ (destructive) conflict is centered on the personal relationship between group members.

A. Substantive B. Affective C. Emotional D. Cooperative Ans: B Cognitive Domain: Comprehension Answer Location: Productive Conflict Difficulty Level: Easy AACSB Standard: Application of knowledge

20. All of the following are suggestions for addressing the ethical challenges of virtual teams EXCEPT ______.

A. create very large groups B. set clear timelines and hold members to them C. communicate frequently D. establish a clear procedure for managing conflicts Ans: A Cognitive Domain: Comprehension Answer Location: Box 9.3: The Ethical Challenges of Virtual Teams Difficulty Level: Hard AACSB Standard: Application of knowledge

21. ______ is pursuing a failed course of action and is a consequence of mismanaged agreement.

A. Escalation of commitment B. Social loafing C. Groupthink D. Teamthink Ans: A Cognitive Domain: Application Answer Location: Escalation of Commitment Difficulty Level: Medium AACSB Standard: Application of knowledge

22. In ______ conflict, participants argue about the proposal before the group.

A. comprehensive B. argumentative

C. substantive D. dogmatic Ans: C Cognitive Domain: Application Answer Location: Productive Conflict Difficulty Level: Medium AACSB Standard: Application of knowledge

23. ______ listening is motivated by the need to understand and retain messages.

A. Comprehensive B. Argumentative C. Substantive D. Dogmatic Ans: A Cognitive Domain: Comprehension Answer Location: Comprehensive, Critical Listening Difficulty Level: Medium AACSB Standard: Application of knowledge

24. A(n) ______ establishes procedures for dealing with conflicts.

A. conflict covenant B. argument C. conflict talk D. dogmatic conversation Ans: A Cognitive Domain: Comprehension

Answer Location: Productive Conflict Difficulty Level: Easy AACSB Standard: Application of knowledge

25. In groups marked by the ______, members mistakenly assume that silence means that everyone supports a proposal.

A. Abilene paradox B. illusion of unanimity C. Goleta effect D. Golem effect Ans: B Cognitive Domain: Application Answer Location: Groupthink Difficulty Level: Medium AACSB Standard: Application of knowledge

26. In the ______, group members falsely believe that everyone supports a decision.

A. Abilene paradox B. illusion of unanimity C. Goleta effect D. Golem effect Ans: A Cognitive Domain: Comprehension Answer Location: False Agreement Difficulty Level: Medium AACSB Standard: Application of knowledge

27. ______ is typically considered the maximum size for a small group because beyond this number members can no longer communicate face to face.

A. Five B. Ten C. Twenty D. Twenty-five Ans: C Cognitive Domain: Comprehension Answer Location: Box 9.1: Defining Groups and Teams Difficulty Level: Easy AACSB Standard: Application of knowledge

28. A few people engaged in communication interaction over time, usually in face-to-face and/or computer-mediated environments, who have common goals and norms and have developed a communication pattern for meeting their goals in an interdependent manner is a definition of a ______.

A. large group B. stationary group C. dogmatic group D. small group Ans: D Cognitive Domain: Application Answer Location: Box 9.1: Defining Groups and Teams Difficulty Level: Easy AACSB Standard: Application of knowledge

29. ______ groups are more productive than those with an individualistic or competitive focus.

A. Collaborative B. Cooperative

C. Dogmatic D. Relational Ans: B Cognitive Domain: Application Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Medium AACSB Standard: Application of knowledge

30. ______ group members are those who are inflexible and claim to have all the answers.

A. Comprehensive B. Argumentative C. Substantive D. Dogmatic Ans: D Cognitive Domain: Comprehension Answer Location: Defensive Versus Supportive Communication Difficulty Level: Medium AACSB Standard: Application of knowledge

31. Too much e-mail communication can lead to information ______.

A. breakdown B. think C. effect D. overload Ans: D Cognitive Domain: Knowledge

Answer Location: Box 9.3: The Ethical Challenges of Virtual Teams Difficulty Level: Easy AACSB Standard: Application of knowledge

32. Action anxiety is one of the psychological factors that accounts for the ______.

A. Abilene paradox B. illusion of unanimity C. Goleta effect D. Golem effect Ans: A Cognitive Domain: Comprehension Answer Location: False Agreement Difficulty Level: Medium AACSB Standard: Application of knowledge

33. ______ refers to influencing our own thoughts, attitudes, and behaviors.

A. Self-leadership B. Self-regulation C. Self-efficacy D. Self-confidence Ans: A Cognitive Domain: Comprehension Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Easy AACSB Standard: Application of knowledge

34. One of the consequences of mismanaged agreement is continuing to pursue a failed course of action, which is called ______.

A. escalation of confidence B. escalation of leadership C. escalation of action D. escalation of commitment Ans: D Cognitive Domain: Comprehension Answer Location: Escalation of Commitment Difficulty Level: Medium AACSB Standard: Application of knowledge

35. ______ help explain why those near the end of a project are more likely to spend additional funds to finish it.

A. Money pit theory B. Sunk costs C. Sinking ship D. Money balancing Ans: B Cognitive Domain: Comprehension Answer Location: Escalation of Commitment Difficulty Level: Medium AACSB Standard: Application of knowledge

36. With ______, individuals keep their doubts about group decisions to themselves.

A. self-censorship B. groupthink

C. autonomy D. escalation of commitment Ans: A Cognitive Domain: Comprehension Answer Location: Groupthink Difficulty Level: Medium AACSB Standard: Application of knowledge

37. Which of the following is not a characteristic of a cooperative group?

A. are positive about the task B. retain more information C. keep a long account of all grievances D. more willing to take on difficult tasks and to persist in the face of difficulties Ans: C Cognitive Domain: Analysis Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. Leaders can foster minority opinion and protect dissenters by ensuring groups are made up of members who are similar in their backgrounds and perspectives.

Ans: F Cognitive Domain: Knowledge Answer Location: Minority Opinion

Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Risk seeking is a factor-driving escalation.

Ans: T Cognitive Domain: Comprehension Answer Location: Escalation of Commitment Difficulty Level: Easy AACSB Standard: Application of knowledge

3. Affective conflict promotes good group decisions.

Ans: F Cognitive Domain: Knowledge Answer Location: Productive Conflict Difficulty Level: Medium AACSB Standard: Application of knowledge

4. In ethical problem-solving groups, therapeutic listening is more important than other types of listening.

Ans: F Cognitive Domain: Knowledge Answer Location: Defensive Versus Supportive Communication Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Listening in a group is generally more difficult than listening in one-to-one conversations.

Ans: T

Cognitive Domain: Application Answer Location: Comprehensive, Critical Listening Difficulty Level: Easy AACSB Standard: Application of knowledge

6. The Abilene paradox describes how groups reach false agreement.

Ans: T Cognitive Domain: Knowledge Answer Location: False Agreement Difficulty Level: Medium AACSB Standard: Application of knowledge

7. Leaders spend a great deal of their time in small groups.

Ans: T Cognitive Domain: Knowledge Answer Location: The Leader and the Small Group Difficulty Level: Medium AACSB Standard: Application of knowledge

8. We act as discriminative listeners when we enjoy a song download from iTunes, a live concert, or a play.

Ans: F Cognitive Domain: Application Answer Location: Comprehensive, Critical Listening Difficulty Level: Easy AACSB Standard: Application of knowledge

9. Seeking areas of agreement is one of the suggestions to improve listening performance in a group setting.

Ans: T Cognitive Domain: Knowledge Answer Location: Comprehensive, Critical Listening Difficulty Level: Medium AACSB Standard: Application of knowledge

10. Arguing about specific words in order to clarify them is a suggestion to improve listening performance in a group setting.

Ans: F Cognitive Domain: Application Answer Location: Comprehensive, Critical Listening Difficulty Level: Hard AACSB Standard: Application of knowledge

11. Control and evaluation can be communicated both verbally and nonverbally.

Ans: T Cognitive Domain: Knowledge Answer Location: Defensive Versus Supportive Communication Difficulty Level: Medium AACSB Standard: Application of knowledge

12. Conflict seems to be less common in virtual teams.

Ans: F Cognitive Domain: Knowledge Answer Location: Box 9.3: The Ethical Challenges of Virtual Teams

Difficulty Level: Easy AACSB Standard: Application of knowledge

13. Raising team EI is an important leadership responsibility, which is accomplished largely through role modeling and establishing norms.

Ans: T Cognitive Domain: Application Answer Location: Emotional Intelligence Difficulty Level: Medium AACSB Standard: Application of knowledge

14. Both creativity and change are positive outcomes of substantive conflict.

Ans: T Cognitive Domain: Knowledge Answer Location: Productive Conflict Difficulty Level: Medium AACSB Standard: Application of knowledge

15. Higher level moral reasoning is a positive outcome of substantive conflict.

Ans: T Cognitive Domain: Knowledge Answer Location: Productive Conflict Difficulty Level: Hard AACSB Standard: Application of knowledge

16. While every team is a group, not every group is a team.

Ans: T

Cognitive Domain: Application Answer Location: Box 9.1: Defining Groups and Teams Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. Describe the factors leading to social loafing.

Ans: Expectancy, or how much a person expects that her or his effort will lead to high group performance; instrumentality, the belief that one‟s personal contribution and the group‟s collective effort will bring about the desired result; and valence, how desirable the outcome is for individual group members.

Cognitive Domain: Comprehension Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Medium AACSB Standard: Reflective thinking

2. Define “escalation of commitment.”

Ans: One of the consequences of mismanaged agreement is continuing to pursue a failed course of action.

Social psychologists refer to this tendency as escalation of commitment. Instead of cutting their losses, individuals and groups continue to “throw good money after bad,” pouring in more resources.

Cognitive Domain: Comprehension Answer Location: Escalation of Commitment Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Give an example of a “sunk cost.”

Ans: Sunk costs help explain why those near the end of a project are more likely to spend additional funds to finish it. In addition, sunk costs can encourage teams to become overoptimistic. The presence of the previous investment tempts decision makers to inflate their estimates of future success. Then, too, decision makers often labor under the illusion of control. They believe that they can control events-business trends, employee behavior, the weather--that are outside their influence.

Cognitive Domain: Comprehension Answer Location: Escalation of Commitment Difficulty Level: Medium AACSB Standard: Reflective thinking

4. Name and explain the eight symptoms of groupthink.

Ans: Signs of overconfidence include Illusion of invulnerability: Members are overly optimistic and prone to take extraordinary risks and Belief in the inherent morality of the group: Participants ignore the ethical consequences of their actions and decisions. Signs of closed-mindedness include Collective rationalization: Group members invent rationalizations to protect themselves from any feedback that would challenge their operating assumptions; Stereotypes of outside groups: Group members underestimate the capabilities of other groups (armies, citizens, and teams), thinking that people in these groups are weak or stupid. Signs of group pressure include Pressure on dissenters: Dissenters are coerced to go along with the prevailing opinion in the group; Self-censorship: Individuals keep their doubts about group decisions to themselves; Illusion of unanimity: Because members keep quiet, the group mistakenly assumes that everyone agrees on a course of action; Self-appointed mind guards: Certain members take it on themselves to protect the leader and others from dissenting opinions that might disrupt the group‟s consensus.

Cognitive Domain: Comprehension Answer Location: Groupthink Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

5. Identify five strategies for resisting groupthink.

Ans: Divide regularly into subgroups and then bring the entire group back together to negotiate differences. Bring in outsiders--experts or colleagues--to challenge the group‟s ideas. Avoid isolation, keeping in contact with other groups. Role-play the reactions of other groups and organizations to reduce the effects of stereotyping and rationalization. Once the decision has been made, give group members one last chance to express any remaining doubts about the decision.

Cognitive Domain: Comprehension Answer Location: Groupthink Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

6. Explain the Abilene paradox and identify the factors that contribute to it.

Ans: Action anxiety: Group members know what should be done but are too anxious to speak up.

Negative fantasies: Action anxiety is driven in part by the negative fantasies members have about what will happen if they voice their opinions. These fantasies (“I‟ll be fired or branded as disloyal”) serve as an excuse for not attacking the problem. Real risk: There are risks to expressing dissent: getting fired, losing income, damaging relationships. However, most of the time the danger is not as great as we think. Fear of separation: Alienation and loneliness constitute the most powerful force behind the paradox. Group members fear being cut off or separated from others. To escape this fate, they cheat, lie, break the law, and so forth. Psychological reversal of risk and certainty: Being trapped in the Abilene paradox means confusing fantasy with real risk. This confusion produces a self-fulfilling prophecy. Caught up in the fantasy that something bad may happen, decision makers act in a way that fulfills the fantasy.

Cognitive Domain: Comprehension Answer Location: False Agreement Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

7. Define comprehensive listening.

Ans: Comprehensive listening is motivated by the need to understand and retain messages. We engage in this type of listening when we attend lectures, receive job instructions, attend oral briefings, and watch the evening weather report.

Cognitive Domain: Comprehension Answer Location: Comprehensive, Critical Listening Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Explain why social loafing is unethical.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

9. What are the two components of group emotional intelligence?

Ans: Emotional intelligence consists of (1) awareness and management of personal emotions and (2) recognizing and influencing the emotions of others.

Cognitive Domain: Comprehension Answer Location: Emotional Intelligence Difficulty Level: Medium AACSB Standard: Application of knowledge

10. Based on your experiences and observations, explain how meetings ARE the work of a leader.

Ans: Varies.

Cognitive Domain: Application Answer Location: Promoting Ethical Group Interaction Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

11. Describe what it means for a group to engage in productive conflict and why this type of conflict is essential to a group‟s ethical performance.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Productive Conflict Difficulty Level: Medium

AACSB Standard: Ethical understanding and reasoning

12. Develop an argument for a controversy of your choice. Be sure to clarify the controversy, develop reasons and evidence, and consider how to respond to arguments made by those on the other side of the issue.

Ans: Varies.

Cognitive Domain: Application Answer Location: Promoting Ethical Group Interaction Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

13. What does it mean to “open a space” for dialogue? How can you open this space?

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Group Leadership for the Common Good Difficulty Level: Medium AACSB Standard: Reflective thinking

14. Develop a plan for minimizing social loafing in a group that you participate in.

Ans: Varies.

Cognitive Domain: Application Answer Location: Fostering Individual Ethical Accountability Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

15. Outline steps you can take to improve the emotional intelligence of your group.

Ans: Varies.

Cognitive Domain: Application Answer Location: Emotional Intelligence Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

16. How can you use a conflict covenant to improve the productivity of your group?

Ans: Varies.

Cognitive Domain: Application Answer Location: Productive Conflict Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

17. Discuss what it means to be a leader in a small-group setting and any experience you have had with this.

Ans: Varies.

Cognitive Domain: Application Answer Location: The Leader and the Small Group Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

18. Discuss the elements of a small group.

Ans: A common purpose or goal, interdependence, mutual influence, ongoing communication, and specific size.

Cognitive Domain: Comprehension Answer Location: Defining Groups and Teams Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

19. Define the Gunsmoke myth and give an example.

Ans: When we blame group pressure for our individual shortcomings.

Cognitive Domain: Application Answer Location: False Agreement Difficulty Level: Medium AACSB Standard: Reflective thinking

20. Define and give an example of therapeutic or empathetic listening.

Ans: Therapeutic or empathetic listening is when a speaker aims to resolve an issue by encouraging the person to talk about the problem. Personal example answers will vary.

Cognitive Domain: Application Answer Location: Comprehensive, Critical Listening Difficulty Level: Medium AACSB Standard: Reflective thinking

21. What are the five dysfunctions of a team?

Ans: (1) Absence of trust, (2) fear of conflict, (3) lack of commitment, (4) avoidance of accountability, and (5) inattention to results.

Cognitive Domain: Knowledge Answer Location: Box 9.2: The Five Dysfunctions of a Team Difficulty Level: Medium AACSB Standard: Application of knowledge

Chapter 10: Creating an Ethical, Inclusive Organizational Climate Test Bank

Multiple Choice

1. Rates of immoral behavior are highest in ______ ethical climate.

A. independence B. caring C. instrumental D. law and order Ans: C Cognitive Domain: Knowledge Answer Location: Ethical Climates Difficulty Level: Easy AACSB Standard: Application of knowledge

2. An effective code of ethics must ______.

A. protect the larger community B. be written for ordinary circumstances C. prioritize obligations D. all of these Ans: D Cognitive Domain: Application Answer Location: Codes of Ethics Difficulty Level: Medium AACSB Standard: Application of knowledge

3. ______ ethical climates are driven by external criteria like professional codes of conduct.

A. Instrumental

B. Caring C. Law and order D. Rules Ans: C Cognitive Domain: Comprehension Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Organizational members experience ______ when rules lose their force.

A. reinforcement B. anomie C. integrity D. compliance Ans: B Cognitive Domain: Knowledge Answer Location: Structural Reinforcement Difficulty Level: Easy AACSB Standard: Application of knowledge

5. The ______ leader talks a lot about ethical values but doesn‟t live up to the rhetoric.

A. unethical B. hypocritical C. ethically neutral D. destructive Ans: B

Cognitive Domain: Comprehension Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

6. ______ climates follow the principle of ethical egotism.

A. Law and order B. Independence C. Caring D. Instrumental Ans: D Cognitive Domain: Knowledge Answer Location: Ethical Climates Difficulty Level: Easy AACSB Standard: Application of knowledge

7. ______ is putting members of selected groups, such as women, minorities, disabled employees, older workers, and homeless people, at a disadvantage.

A. Discrimination B. Stereotyping C. Prejudice D. Aggression Ans: A Cognitive Domain: Application Answer Location: Preventing and Eliminating Destructive Behaviors Difficulty Level: Medium AACSB Standard: Application of knowledge

8. In ______, two or more individuals cooperate in unethical behavior.

A. corrupt ideology B. collective corruption C. collective think D. collective aggression Ans: B Cognitive Domain: Comprehension Answer Location: Preventing and Eliminating Destructive Behaviors Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Which of the following is not a form of justice in the workplace?

A. procedural B. organizational C. distributive D. interactional Ans: B Cognitive Domain: Comprehension Answer Location: Justice Difficulty Level: Easy AACSB Standard: Application of knowledge

10. ______ trust describes the collective set of positive expectations members hold about the intentions and behaviors of other stakeholders.

A. Blind B. Organizational

C. Systems D. Intuitive Ans: B Cognitive Domain: Comprehension Answer Location: Trust Difficulty Level: Medium AACSB Standard: Application of knowledge

11. Which of the following is not a component of organizational citizenship?

A. corporate (CEO) activism B. corporate social responsibility C. reliability D. sustainability Ans: C Cognitive Domain: Knowledge Answer Location: Organizational Citizenship Difficulty Level: Hard AACSB Standard: Application of knowledge

12. The tools that leaders rely on to build or create ethical organizational climates include all of the following EXCEPT ______.

A. core ideology B. socialization C. ethics training D. emotional intelligence Ans: D Cognitive Domain: Comprehension

Answer Location: Climate-Building Tools Difficulty Level: Medium AACSB Standard: Application of knowledge

13. ______ socialization begins before an individual joins a new organization or organizational unit and is shaped by past work experiences, friends, families, and other factors.

A. Encounter B. Anticipatory C. Appreciative D. Inquiry Ans: B Cognitive Domain: Application Answer Location: Ethical Socialization Processes Difficulty Level: Medium AACSB Standard: Application of knowledge

14. Core ______ is the group‟s reason for being that reflects the ideals of its members.

A. integrity B. trust C. purpose D. rules Ans: C Cognitive Domain: Knowledge Answer Location: Discovering and Communicating Core Ideology Difficulty Level: Easy AACSB Standard: Application of knowledge

15. ______ consists of rude or discourteous actions that disregard others.

A. Aggression B. Incivility C. Evil D. Deviance Ans: B Cognitive Domain: Comprehension Answer Location: Preventing and Eliminating Destructive Behaviors Difficulty Level: Hard AACSB Standard: Application of knowledge

16. ______ describes ethical soundness, wholeness, and consistency.

A. Anomie B. Integrity C. Stasis D. Intuition Ans: B Cognitive Domain: Knowledge Answer Location: What‟s Ahead Difficulty Level: Medium AACSB Standard: Application of knowledge

17. ______ discovers core values by identifying and building on organizational strengths.

A. Reliability B. Civility C. Integrity

D. Appreciative inquiry Ans: D Cognitive Domain: Comprehension Answer Location: Discovering and Communicating Core Ideology Difficulty Level: Easy AACSB Standard: Application of knowledge

18. ______ climates are governed by the policies, rules, and procedures developed in the organization.

A. Roles B. Rules C. Purpose D. Organization Ans: B Cognitive Domain: Knowledge Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

19. ______ refers to consciously trying to hurt others or the organization itself.

A. Aggression B. Incivility C. Evil D. Deviance Ans: A Cognitive Domain: Knowledge Answer Location: Preventing and Eliminating Destructive Behaviors

Difficulty Level: Easy AACSB Standard: Application of knowledge

20. ______ is a form of aggression directed largely at women and targets are coerced into providing sexual favors in return for keeping their jobs or getting promoted.

A. Sexual harassment B. Incivility C. Evil D. Deviance Ans: A Cognitive Domain: Comprehension Answer Location: Preventing and Eliminating Destructive Behaviors Difficulty Level: Medium AACSB Standard: Application of knowledge

21. ______ describes perceptions of consistent and dependable behavior.

A. Reliability B. Civility C. Integrity D. Appreciative inquiry Ans: A Cognitive Domain: Knowledge Answer Location: Trust Difficulty Level: Medium AACSB Standard: Application of knowledge

22. ______ is the feeling of affiliation and association with the organization.

A. Reliability B. Civility C. Identification D. Appreciative inquiry Ans: C Cognitive Domain: Knowledge Answer Location: Trust Difficulty Level: Easy AACSB Standard: Application of knowledge

23. ______ describes the activities of companies and other organizations aimed at improving the welfare of society.

A. Socialization B. Metamorphosis C. Corporate social responsibility D. Social cocoon Ans: C Cognitive Domain: Application Answer Location: Organizational Citizenship Difficulty Level: Medium AACSB Standard: Application of knowledge

24. ______ describes how individuals make the transition from outsiders to organizational members.

A. Socialization B. Metamorphosis C. Corporate social responsibility D. Social cocoon

Ans: A Cognitive Domain: Knowledge Answer Location: Organizational Citizenship Difficulty Level: Easy AACSB Standard: Application of knowledge

25. ______ socialization marks the end of the transition to organizational life.

A. Socialization B. Metamorphosis C. Corporate social responsibility D. Social cocoon Ans: B Cognitive Domain: Knowledge Answer Location: Ethical Socialization Processes Difficulty Level: Medium AACSB Standard: Application of knowledge

26. A ______ is a strong culture that holds values and norms very different from those held by the rest of the organization or society as a whole.

A. socialization B. metamorphosis C. corporate social responsibility D. social cocoon Ans: D Cognitive Domain: Comprehension Answer Location: Ethical Socialization Processes Difficulty Level: Medium

AACSB Standard: Application of knowledge

27. Rates of immoral behavior are highest in organizations with ______ ethical climates.

A. encounter B. instrumental C. appreciative D. inquiry Ans: B Cognitive Domain: Knowledge Answer Location: Ethical Climates Difficulty Level: Easy AACSB Standard: Application of knowledge

28. Environmental care is also known as ______.

A. social cocoon B. social responsibility C. appreciative inquiry D. sustainability Ans: D Cognitive Domain: Knowledge Answer Location: Organizational Citizenship Difficulty Level: Medium AACSB Standard: Application of knowledge

29. ______ climates emphasize concern or care for others.

A. Caring

B. Law and order C. Rules D. Independence Ans: A Cognitive Domain: Knowledge Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

30. ______ climates give members wide latitude to make their own decisions.

A. Caring B. Law and order C. Rules D. Independence Ans: D Cognitive Domain: Comprehension Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

31. ______ refers to the central identity or character of an organization.

A. Core ideology B. Core outcomes C. Core reasoning D. Core ethics Ans: A

Cognitive Domain: Knowledge Answer Location: Discovering and Communicating Core Ideology Difficulty Level: Easy AACSB Standard: Application of knowledge

32. Which of the following is not a form of justice in the workplace?

A. procedural B. interactional C. distributive D. relational Ans: D Cognitive Domain: Knowledge Answer Location: Justice Difficulty Level: Hard AACSB Standard: Application of knowledge

33. All of these are components of organizational citizenship EXCEPT ______.

A. corporate (CEO) activism B. emotional intelligence C. corporate social responsibility D. sustainability Ans: B Cognitive Domain: Knowledge Answer Location: Organizational Citizenship Difficulty Level: Medium AACSB Standard: Application of knowledge

34. ______ are among the most common ethics tools.

A. Regulatory codes B. Codes of ethics C. Societal norms D. Rules Ans: B Cognitive Domain: Knowledge Answer Location: Codes of Ethics Difficulty Level: Easy AACSB Standard: Application of knowledge

35. Effective ethics training can typically do all of these EXCEPT ______.

A. focus on the organization‟s unique ethical problems B. tap into the experiences of participants C. actively engage participants D. develop negotiation skills Ans: D Cognitive Domain: Comprehension Answer Location: Ethics Training Difficulty Level: Medium AACSB Standard: Application of knowledge

36. ______ is a term used to describe helping all members, no matter their differences, to feel valued and engaged.

A. Diversity B. Inclusion

C. Involvement D. Accountability Ans: B Cognitive Domain: Comprehension Answer Location: Inclusion Difficulty Level: Easy AACSB Standard: Application of knowledge

37. ______ describes the everyday slights or snubs that put down members of marginalized groups.

A. Microaggressions B. Camaraderie C. Inclusion D. Cohesiveness Ans: A Cognitive Domain: Knowledge Answer Location: Box 10.1: Microaggressions Difficulty Level: Easy AACSB Standard: Application of knowledge

38. Sally chose to make the right decision when no one was watching because she knew it was part of the office culture What value is Sally demonstrating?

A. trust B. inclusion C. integrity D. justice Ans: C Cognitive Domain: Application

Answer Location: Integrity Difficulty Level: Medium AACSB Standard: Application of knowledge

39. Paul was from France. He knew his accent was heavy. Whenever he went through the grocery line, a particular store clerk always talked extra slow and deliberate to Paul. The interaction was always awkward and rude toward Paul. What is this a demonstration of?

A. misguidance B. misinterpretation C. misunderstanding D. microaggression Ans: D Cognitive Domain: Application Answer Location: Box 10.1: Microaggressions Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. Ethical climate is a component of an organization‟s culture.

Ans: T Cognitive Domain: Knowledge Answer Location: Ethical Climates Difficulty Level: Easy AACSB Standard: Application of knowledge

2. When it comes to ethics, followers look to their leaders and act accordingly.

Ans: T Cognitive Domain: Comprehension Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Interactional justice means distributing organizational resources as fairly as possible.

Ans: F Cognitive Domain: Knowledge Answer Location: Justice Difficulty Level: Easy AACSB Standard: Application of knowledge

4. Appreciative inquiry discovers and builds on the organization‟s strengths.

Ans: T Cognitive Domain: Knowledge Answer Location: Discovering and Communicating Core Ideology Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Rules of ethical climates encourage loyalty to the organization.

Ans: F Cognitive Domain: Knowledge Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

6. The hypocritical leader is not clearly seen as either ethical or unethical.

Ans: F Cognitive Domain: Application Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

7. Law and order climates are driven by external criteria such as professional codes of conduct.

Ans: T Cognitive Domain: Application Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

8. In co-optation, leaders offer rewards that reduce newcomers‟ discomfort with unethical behavior.

Ans: T Cognitive Domain: Application Answer Location: Ethical Socialization Processes Difficulty Level: Medium AACSB Standard: Application of knowledge

Short Answer/Essay

1. Name five criticisms of organizational codes of ethics.

Ans: Codes are too vague to be useful. Codes may not be widely distributed or read. Most codes are developed as public relations documents designed solely to improve an organization‟s image. Codes don‟t improve the ethical climate of an organization or produce more ethical behavior. Codes often become the final word on the subject of ethics. Codes are hard to apply across cultures and in different situations.

Codes often lack adequate enforcement provisions. Codes often fail to spell out which ethical obligations should take priority, or they put the needs of the organization ahead of those of society as a whole.

Adherence to codes often goes unrewarded.

Cognitive Domain: Comprehension Answer Location: Codes of Ethics Difficulty Level: Medium AACSB Standard: Reflective thinking

2. What ethical issues or topics are usually included in codes of ethics?

Ans: Conflicts of interest; records, funds, and assets; information; outside relationships; employment practices; and other practices.

Cognitive Domain: Comprehension Answer Location: Codes of Ethics Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Name five steps leaders can take to prevent and control destructive behaviors.

Ans: Create zero-tolerance policies that prohibit antisocial actions, obey guidelines, constantly monitor for possible violations, move quickly when standards are violated, and address the underlying factors that trigger destructive actions.

Cognitive Domain: Knowledge Answer Location: Codes of Ethics Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning

4. Name and describe the five types of ethical climates.

Ans: Instrumental climates follow the principle of ethical egotism. Ethical egotists make decisions based on selfish interests that serve the individual and his or her immediate group and organization. Caring climates emphasize concern or care for others. Law and order climates are driven by external criteria such as professional codes of conduct. Rules climates are governed by the policies, rules, and procedures developed in the organization. Independence climates give members wide latitude to make their own decisions.

Cognitive Domain: Comprehension Answer Location: Ethical Climates Difficulty Level: Medium AACSB Standard: Application of knowledge

5. List at least five positive outcomes of trust in an organization.

Ans: Competence is the collective perception that leadership (both supervisory and top management) is effective and that the organization can survive. Organizational survival depends on such factors as the ability to create new products rapidly, meet competitive pressures, and find new markets. Openness or honesty is the belief that management shares information and is sincere. Concern reflects caring and empathy. Concerned leaders (and followers) don‟t take advantage of the vulnerability of others.

Reliability describes perceptions of consistent and dependable behavior. Those organizations that match their words and actions generate trust; those that fail to “walk the talk” undermine trust. Identification describes the feeling of affiliation and association with the organization.

Cognitive Domain: Analysis Answer Location: Trust Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

6. Define “collective corruption.”

Ans: In collective corruption, two or more individuals cooperate in unethical behavior. They abuse their organizational positions and authority to benefit themselves, their work units, or their organizations.

Cognitive Domain: Comprehension Answer Location: Preventing and Eliminating Destructive Behaviors Difficulty Level: Medium AACSB Standard: Application of knowledge

7. Which elements must be part of any effort to improve organizational integrity?

Ans: There are sensible, clearly communicated values and commitments. Company leaders are committed to and act on the values. The values are part of the routine decision-making process and are factored into every important organizational activity. Systems and structures support and reinforce organizational commitments. Leaders throughout the organization have the knowledge and skills they need to make ethical decisions.

Cognitive Domain: Knowledge Answer Location: Integrity Difficulty Level: Easy AACSB Standard: Application of knowledge

8. Define the term “core ideology.”

Ans: The term core ideology refers to the central identity or character of an organization. The character of outstanding companies remains constant even as these firms continually learn and adapt.

Cognitive Domain: Comprehension Answer Location: Discovering and Communicating Core Ideology Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Name the four benefits of ethics codes.

Ans: First, a code describes an organization‟s ethical stance both to members and to the outside world.

Newcomers, in particular, look to the code for guidance about an organization‟s ethical standards and values. They learn about potential ethical problems they may face in carrying out their duties. Second, a formal ethics statement can improve the group‟s image while protecting it from lawsuits and further regulation. In the case of wrongdoing, an organization can point to the code as evidence that the unethical behavior is limited to a few individuals and not the policy of the company as a whole. Third, referring to a code can encourage followers and leaders to resist unethical group and organizational pressures. Fourth, a written document can have a direct, positive influence on ethical behavior. Students who sign honor codes, for example, are significantly less likely to plagiarize and cheat on tests.

Cognitive Domain: Comprehension Answer Location: Codes of Ethics

Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

10. What is evaluated in “triple bottom line” accounting?

Ans: Ethical businesses recognize that they have several sets of responsibilities: (1) economic (produce needed goods to sell at fair prices, make profits, and reward investors); (2) legal (obey laws and regulations); (3) ethical (avoid questionable activities and do what is “right, fair, and just”); and (4) philanthropic (be a good corporate citizen by giving back to the community).

Cognitive Domain: Comprehension Answer Location: Organizational Citizenship Difficulty Level: Medium AACSB Standard: Application of knowledge

11. What does it mean for leaders to act as the ethics officers for their organizations?

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Codes of Ethics Difficulty Level: Medium AACSB Standard: Reflective thinking

12. Describe how the structure of your organization reinforces or fails to reinforce ethical behavior.

Ans: Varies.

Cognitive Domain: Application Answer Location: Signs of Healthy Ethical Climates Difficulty Level: Hard AACSB Standard: Reflective thinking

13. Describe the advantages and disadvantages of codes of ethics. What do you conclude from your analysis about the usefulness of such documents?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Codes of Ethics Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

14. You want to launch a project designed to encourage ongoing ethical learning but first you must convince the company president and board to sign on. Develop a rationale for your proposal.

Ans: Varies.

Cognitive Domain: Application Answer Location: Climate-Building Tools Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

15. Explain why shaping ethical climate is one of an organizational leader‟s most important tasks. Provide examples from your own experience and observations.

Ans: Varies.

Cognitive Domain: Application Answer Location: Climate-Building Tools Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

16. Identify important stakeholders for your organization. What is the organization‟s ethical responsibility to each of these groups?

Ans: Varies.

Cognitive Domain: Comprehension

Answer Location: Trust Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

17. Develop a strategy for preventing destructive behaviors in your organization.

Ans: Varies.

Cognitive Domain: Application Answer Location: Preventing and Eliminating Destructive Behaviors Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

18. Discuss the four elements of an organization‟s structure that have a particularly strong impact on moral behavior.

Ans: (1) Monetary and nonmonetary reward systems, (2) performance and evaluation processes, (3) decision-making rights and responsibilities, and (4) corporate governance.

Cognitive Domain: Comprehension Answer Location: Structural Reinforcement Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

Chapter 11: Meeting the Ethical Challenges of Leadership in a Global Society Test Bank Multiple Choice

1. ______ refers to prejudging of out-group members based on prior experiences and beliefs.

A. Stereotyping

B. Ethnocentrism C. Prejudice D. Ignorance Ans: C Cognitive Domain: Knowledge Answer Location: Overcoming Attitudinal Obstacles Difficulty Level: Medium AACSB Standard: Application of knowledge

2. ______ consists of openness to new categories, openness to new information, and recognizing the existence of more than one perspective.

A. Moral inclusion B. Dignity C. Cultural synergy D. Mindfulness Ans: D Cognitive Domain: Comprehension Answer Location: Overcoming Attitudinal Obstacles Difficulty Level: Easy AACSB Standard: Application of knowledge

3. According to integrative social contracts theory, local communities have latitude to create their own rules. This is referred to as ______.

A. hypernorms B. moral free space C. macrosocial contract D. microsocial contract

Ans: B Cognitive Domain: Knowledge Answer Location: Making Ethical Choices in Culturally Diverse Settings Difficulty Level: Medium AACSB Standard: Application of knowledge

4. According to the project GLOBE, societies that promote planning and investing are high in ______.

A. performance orientation B. future orientation C. assertiveness D. humane orientation Ans: B Cognitive Domain: Application Answer Location: Future Orientation Difficulty Level: Medium AACSB Standard: Application of knowledge

5. The feeling of disgust reflects the presence of which moral intuition?

A. purity/sanctity B. authority/respect C. harm/care D. fairness/reciprocity Ans: A Cognitive Domain: Comprehension Answer Location: Moral Foundations Theory Difficulty Level: Easy

AACSB Standard: Application of knowledge

6. A(n) ______ is “the total way of life of a people, composed of their learned and shared behavior patterns, values, norms, and material objects.”

A. culture B. perception C. stereotype D. ideology Ans: A Cognitive Domain: Knowledge Answer Location: Defining Culture Difficulty Level: Easy AACSB Standard: Application of knowledge

7. According to Hofstede, ______ cultures put the needs and goals of the person and her or his immediate family first.

A. collectivistic B. individualistic C. low-power distance D. high-power distance Ans: B Cognitive Domain: Comprehension Answer Location: Individualism Versus Collectivism Difficulty Level: Easy AACSB Standard: Application of knowledge

8. ______ cultures are more likely to stress interdependence, intuition, and concern for others.

A. Feminine B. Masculine C. Uncertainty avoidance D. Collectivistic Ans: A Cognitive Domain: Knowledge Answer Location: Masculinity Versus Femininity Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Which of the following is not an indicator to measure the uncertainty avoidance culture?

A. anxiety level B. group cohesion C. widely held attitudes about rules D. employment stability Ans: B Cognitive Domain: Comprehension Answer Location: Uncertainty Avoidance Difficulty Level: Medium AACSB Standard: Application of knowledge

10. According to the GLOBE dimensions, ______ describes the degree to which societal members take pride in their small groups, families, and organizations.

A. assertiveness B. in-group collectivism C. future orientation D. performance orientation

Ans: B Cognitive Domain: Application Answer Location: In-Group Collectivism Difficulty Level: Medium AACSB Standard: Application of knowledge

11. ______ is the extent to which a society fosters and reinforces such future-oriented activities as planning and investing.

A. Assertiveness B. Performance orientation C. Future orientation D. Humane orientation Ans: C Cognitive Domain: Comprehension Answer Location: Future Orientation Difficulty Level: Medium AACSB Standard: Application of knowledge

12. ______ is the degree to which a society encourages and rewards group members for improving performance and demonstrating excellence.

A. Assertiveness B. Performance orientation C. Future orientation D. Humane orientation Ans: B Cognitive Domain: Knowledge Answer Location: Performance Orientation

Difficulty Level: Hard AACSB Standard: Application of knowledge

13. ______ is the process of classifying group members according to their perceived similarities while overlooking their individual differences.

A. Prejudice B. Ethnocentrism C. Ignorance D. Stereotyping Ans: D Cognitive Domain: Knowledge Answer Location: Overcoming Attitudinal Obstacles Difficulty Level: Medium AACSB Standard: Application of knowledge

14. ______ contracts are broader and lay the foundation for how people interact with one another.

A. Microsocial B. Macrosocial C. Unisocial D. Moralsocial Ans: B Cognitive Domain: Knowledge Answer Location: Making Ethical Choices in Culturally Diverse Settings Difficulty Level: Medium AACSB Standard: Application of knowledge

15. ______ describes paying close attention to our behaviors and interactions.

A. Moral inclusion B. Dignity C. Cultural synergy D. Mindfulness Ans: D Cognitive Domain: Knowledge Answer Location: Overcoming Attitudinal Obstacles Difficulty Level: Easy AACSB Standard: Application of knowledge

16. Members of ______ cultures are more likely to take risks.

A. collectivistic B. individualistic C. low uncertainty avoidance D. high-power distance Ans: C Cognitive Domain: Application Answer Location: Uncertainty Avoidance Difficulty Level: Easy AACSB Standard: Application of knowledge

17. ______ is the tendency to see the world from our point of view.

A. Prejudice B. Ethnocentrism C. Ignorance D. Stereotyping

Ans: B Cognitive Domain: Knowledge Answer Location: Overcoming Attitudinal Obstacles Difficulty Level: Medium AACSB Standard: Application of knowledge

18. In ______ cultures, there are clear differences in the roles of men and women.

A. feminine B. masculine C. uncertainty avoidance D. collectivistic Ans: B Cognitive Domain: Knowledge Answer Location: Masculinity Versus Femininity Difficulty Level: Medium AACSB Standard: Application of knowledge

19. According to the GLOBE study, ______ cultures encourage individuals to be tough and competitive.

A. assertive B. performance oriented C. future oriented D. humane oriented Ans: A Cognitive Domain: Comprehension Answer Location: Assertiveness Difficulty Level: Hard

AACSB Standard: Application of knowledge

20. ______ view themselves as citizens of the world with global obligations.

A. Cosmopolitans B. Social loafers C. Cultural ideologists D. Ethicists Ans: A Cognitive Domain: Knowledge Answer Location: Cosmopolitanism Difficulty Level: Easy AACSB Standard: Application of knowledge

21. The United Nations recently launched the ______ to encourage multinational corporations to honor human rights, labor rights, and the environment while, at the same time, fighting corruption.

A. Abilene paradox B. global compact C. mission exchange D. NATO Ans: B Cognitive Domain: Application Answer Location: United Nations Declaration of Human Rights Difficulty Level: Medium AACSB Standard: Application of knowledge

22. Concentration of ______ is a by-product of globalization that increases the likelihood of abuse.

A. power

B. integrity C. honesty D. altruism Ans: A Cognitive Domain: Knowledge Answer Location: The Global Shadow of Power Difficulty Level: Easy AACSB Standard: Application of knowledge

23. Along with taking stock of the potential moral pitfalls of globalization, leaders need to recognize that ______ makes ethical decision-making even harder.

A. prejudice B. ethnocentrism C. cultural diversity D. stereotyping Ans: C Cognitive Domain: Application Answer Location: Cultural Differences and Ethical Values Difficulty Level: Medium AACSB Standard: Application of knowledge

24. Elements of ______ are passed on from generation to generation and from person to person.

A. culture B. ethnocentrism C. cultural diversity D. stereotyping Ans: A

Cognitive Domain: Knowledge Answer Location: Defining Culture Difficulty Level: Medium AACSB Standard: Application of knowledge

25. ______ describes the relative importance of power differences.

A. Feminine B. Masculine C. Uncertainty avoidance D. Power distance Ans: D Cognitive Domain: Knowledge Answer Location: Power Distance Difficulty Level: Medium AACSB Standard: Application of knowledge

26. The dimension of Hofstede‟s model that reflects attitudes toward the roles of men and women is called ______ versus ______.

A. power; distance B. masculinity; femininity C. high; low uncertainty avoidance D. collectivistic; individualistic Ans: B Cognitive Domain: Comprehension Answer Location: Implications and Applications Difficulty Level: Medium AACSB Standard: Application of knowledge

27. Those living in assertive, ______ cultures are tempted to engage in unethical activities in order to succeed.

A. performance-oriented B. masculine C. uncertainty avoidance D. power distance Ans: A Cognitive Domain: Application Answer Location: Humane Orientation Difficulty Level: Medium AACSB Standard: Application of knowledge

28. Members of ______ societies encourage and reward excellence.

A. performance-oriented B. masculine C. uncertainty avoidance D. power distance Ans: A Cognitive Domain: Knowledge Answer Location: Performance Orientation Difficulty Level: Medium AACSB Standard: Application of knowledge

29. ______ is the extent to which a culture encourages and honors people for being altruistic, caring, kind, fair, and generous.

A. Assertiveness

B. Performance orientation C. Future orientation D. Humane orientation Ans: D Cognitive Domain: Knowledge Answer Location: Humane Orientation Difficulty Level: Hard AACSB Standard: Application of knowledge

30. ______ cultures put the needs and goals of the person and her or his immediate family first.

A. Feminine B. Masculine C. Uncertainty avoidance D. Individualistic Ans: D Cognitive Domain: Knowledge Answer Location: Individualism Versus Collectivism Difficulty Level: Easy AACSB Standard: Application of knowledge

31. Which of the following is not an element of culture?

A. learned B. shared C. dynamic D. static Ans: D

Cognitive Domain: Comprehension Answer Location: Defining Culture Difficulty Level: Medium AACSB Standard: Application of knowledge

32. ______ is the prejudgment of others based on prior experiences and beliefs.

A. Prejudice B. Ethnocentrism C. Cultural diversity D. Stereotyping Ans: A Cognitive Domain: Knowledge Answer Location: Overcoming Attitudinal Obstacles Difficulty Level: Medium AACSB Standard: Application of knowledge

33. The tendency to see the world from our culture‟s point of view is called ______.

A. narcissism B. ethnocentrism C. acute point of view D. prejudice Ans: B Cognitive Domain: Knowledge Answer Location: Overcoming Attitudinal Obstacles Difficulty Level: Easy AACSB Standard: Application of knowledge

True/False

1. High-power distance cultures are comfortable with differences in status.

Ans: T Cognitive Domain: Knowledge Answer Location: Power Distance Difficulty Level: Easy AACSB Standard: Application of knowledge

2. Collectivist societies prefer universal ethical standards.

Ans: F Cognitive Domain: Knowledge Answer Location: Uncertainty Avoidance Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Masculine cultures maintain clearly defined sex roles.

Ans: T Cognitive Domain: Comprehension Answer Location: Masculinity Versus Femininity Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Bribery is more common in collectivist societies.

Ans: T

Cognitive Domain: Knowledge Answer Location: Uncertainty Avoidance Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Individualists are more likely to lie to protect the group or family.

Ans: F Cognitive Domain: Knowledge Answer Location: Uncertainty Avoidance Difficulty Level: Easy AACSB Standard: Application of knowledge

6. The Caux principles emphasize the importance of human dignity.

Ans: T Cognitive Domain: Knowledge Answer Location: The Caux Principles Difficulty Level: Hard AACSB Standard: Application of knowledge

7. Supporters of globalization point to free trade producing wealth as a benefit.

Ans: T Cognitive Domain: Comprehension Answer Location: The Dark Side of Globalization Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Broken communication cast shadows in a global society just as they do in individual leader–follower relationships.

Ans: F Cognitive Domain: Knowledge Answer Location: The Global Shadow of Misplaced and Broken Loyalties Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Cultures aren‟t static but evolve.

Ans: T Cognitive Domain: Knowledge Answer Location: Defining Culture Difficulty Level: Easy AACSB Standard: Application of knowledge

10. Mexico is an example of a low-power distance culture.

Ans: F Cognitive Domain: Knowledge Answer Location: Power Distance Difficulty Level: Medium AACSB Standard: Application of knowledge

11. New Zealand is an example of a low-power distance culture.

Ans: T Cognitive Domain: Application Answer Location: Power Distance Difficulty Level: Medium

AACSB Standard: Application of knowledge

12. High-power distance cultures are uneasy with large gaps in wealth, power, privilege, and status.

Ans: F Cognitive Domain: Comprehension Answer Location: Power Distance Difficulty Level: Medium AACSB Standard: Application of knowledge

13. Finland is an example of a feminine culture.

Ans: T Cognitive Domain: Application Answer Location: Masculinity Versus Femininity Difficulty Level: Hard AACSB Standard: Application of knowledge

14. Greece is an example of a low uncertainty avoidance society.

Ans: F Cognitive Domain: Application Answer Location: Uncertainty Avoidance Difficulty Level: Hard AACSB Standard: Application of knowledge

15. People who live in a low uncertainty avoidance culture are more comfortable with uncertainty, viewing ambiguity as a fact of life.

Ans: T Cognitive Domain: Comprehension

Answer Location: Uncertainty Avoidance Difficulty Level: Easy AACSB Standard: Application of knowledge

16. Collectivists are more likely to lie in order to protect the group or family.

Ans: T Cognitive Domain: Knowledge Answer Location: Uncertainty Avoidance Difficulty Level: Easy AACSB Standard: Application of knowledge

17. Resistance to gender equality is strongest in collectivistic nations.

Ans: T Cognitive Domain: Comprehension Answer Location: Uncertainty Avoidance Difficulty Level: Medium AACSB Standard: Application of knowledge

18. Citizens of collectivistic societies employ low-context communication in which most of the information in the message is embedded in the message itself.

Ans: F Cognitive Domain: Comprehension Answer Location: Uncertainty Avoidance Difficulty Level: Medium AACSB Standard: Application of knowledge

19. Muslim societies place a high priority on purity.

Ans: T Cognitive Domain: Application Answer Location: Moral Foundations Theory Difficulty Level: Hard AACSB Standard: Application of knowledge

20. Microsocial contracts govern the relationships between the members of specific groups (local towns, regions, nations, companies, professions).

Ans: T Cognitive Domain: Knowledge Answer Location: Making Ethical Choices in Culturally Diverse Settings Difficulty Level: Medium AACSB Standard: Application of knowledge

21. Deception and withholding information are two forms of shadow casting which can be harmful forms of leadership.

Ans: T Cognitive Domain: Application Answer Location: The Global Shadow of Mismanaged Information Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. Name the four features of cultures. Provide an original example for each element.

Ans: Created: Ethnocentrism would have us believe that ours is the only way to solve problems. In fact, there are countless ways to deal with the environment, manage interpersonal relationships, produce food, and cope with death. Each cultural group devises its own way of responding to circumstances.

Learned: Elements of culture are passed on from generation to generation and from person to person.

Cultural conditioning is both a formal and an informal process that takes place in every context--homes, schools, playgrounds, camps, and games. The most crucial aspects of a culture, such as loyalty to country, are constantly reinforced. Patriotism in the United States is promoted through high school civics classes, the singing of the national anthem at sporting events, flags flying on everything from pickup trucks to skyscrapers and giant construction cranes, and Fourth of July and Memorial Day programs.

Shared: The shared nature of culture becomes apparent when we break the rules that are set and enforced by the group. There are negative consequences for violating cultural norms of all types. Punishments vary depending on the severity of the offense. For example, you might receive a cold stare from your professor when your cell phone goes off in class. However, you may face jail time if you break drug laws.

Dynamic: Cultures aren‟t static but evolve. Over time, the changes can be dramatic. Compare the cultural values of the Leave It to Beaver television show with those found in modern situation comedies. The world of the Cleavers (a suburban, heterosexual, two-parent family with a well-dressed, stay-at-home mom) has been replaced by portrayals of unmarried friends, single parents, blended families, and gay partners and spouses.

Cognitive Domain: Comprehension Answer Location: Defining Culture Difficulty Level: Medium AACSB Standard: Reflective thinking

2. Name and explain the five foundations of our moral intuitions.

Ans: Harm/care, fairness/cheating, betrayal/loyalty, authority/subversion, purity/degradation.

Explanations will vary.

Cognitive Domain: Comprehension Answer Location: Moral Foundations Theory Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Define cosmopolitanism.

Ans: The term cosmopolitan describes an attitude or a perspective that incorporates mindfulness, human dignity, and moral inclusion. Cosmopolitans view themselves as citizens of the world with global obligations. If we adopt this perspective, we will honor the intrinsic value of all people, not just members of our immediate group, and will seek to establish a just global society. While maintaining our identification with a particular region or culture, we will not be bound by all of its values and customs.

Instead, we will acknowledge our group‟s shortcomings while, at the same time, appreciating the value of other cultural approaches and recognizing that everyone shares an “essential humanity.”

Cognitive Domain: Knowledge Answer Location: Cosmopolitanism Difficulty Level: Easy AACSB Standard: Application of knowledge

4. Name three of the articles of the United Nations Declaration of Rights.

Ans: Article 4: No one shall be held in slavery or servitude, slavery and the slave trade shall be prohibited in all their forms. Article 5: No one shall be subjected to torture or to cruel, inhuman, or degrading treatment or punishment. Article 9: No one shall be subjected to arbitrary arrest, detention, or exile.

Article 13: Everyone has the right to freedom of movement and residence. Article 19: Everyone has the right to freedom of thought, conscience, and religion. Article 25: Everyone has the right to a standard of living adequate for the health and well-being of himself (or herself) and of his (or her) family. Article 26: Everyone has a right to an education.

Cognitive Domain: Knowledge Answer Location: United Nations Declaration of Human Rights Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Identify the differences between a collective and individualistic culture. What are two examples of each?

Ans: Individualistic cultures put the needs and goals of the person and her or his immediate family first.

Members of these cultures see themselves as independent actors. In contrast, collectivistic cultures give top priority to the desires of the larger group--extended family, tribe, community. Examples will vary.

Cognitive Domain: Comprehension Answer Location: Individualism Versus Collectivism

Difficulty Level: Medium AACSB Standard: Reflective thinking

6. Compare the ethical blind spots of individualism to those of collectivism.

Ans: Being self- or group-focused can make us particularly susceptible to certain types of ethical abuses.

Individualism is linked to high crime rates, narcissism, violence, materialism, suicide, and drug abuse.

Collectivism is tied to suppression of individual thought, blind obedience, harsh treatment of outside groups, human rights violations, and wife beating and killing.

Cognitive Domain: Analysis Answer Location: Uncertainty Avoidance Difficulty Level: Medium AACSB Standard: Reflective thinking

7. Name and explain Hofstede's programmed values patterns.

Ans: Power distance, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance. Explanations will vary.

Cognitive Domain: Comprehension Answer Location: Programmed Value Patterns Difficulty Level: Medium AACSB Standard: Application of knowledge

8. Explain why managing diversity is the “core” of modern organizational leadership.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Cultural Differences and Ethical Values Difficulty Level: Medium AACSB Standard: Reflective thinking

9. Describe the impact of globalization on two of the leader shadows.

Ans: Varies.

Cognitive Domain: Application Answer Location: The Dark Side of Globalization Difficulty Level: Hard AACSB Standard: Reflective thinking

10. Define mindfulness and explain how being mindful relates to leadership ethics.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Overcoming Attitudinal Obstacles Difficulty Level: Medium AACSB Standard: Reflective thinking

11. Use Hofstede‟s values orientations or the GLOBE study to explain competing perspectives on an international global issue.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Project GLOBE Difficulty Level: Medium AACSB Standard: Application of knowledge

12. Apply one of the approaches to universal ethics to a current global ethical issue. What conclusion do you reach based on your analysis?

Ans: Varies.

Cognitive Domain: Application Answer Location: Cultural Differences and Ethical Values

Difficulty Level: Medium AACSB Standard: Reflective thinking

13. Do you believe in universal ethical standards? Why or why not? Defend your position.

Ans: Varies.

Cognitive Domain: Application Answer Location: Cultural Differences and Ethical Values Difficulty Level: Medium AACSB Standard: Reflective thinking

14. Discuss what global leaders must do in order to cast light instead of shadow.

Ans: (1) Make reasonable efforts to prevent followers‟ misdeeds, (2) acknowledge and address ethical problems wherever they occur, (3) shoulder responsibility for the consequences of their directives, (4) admit their duties to followers, and (5) hold themselves to the same standards as followers.

Cognitive Domain: Analysis Answer Location: The Global Shadow of Irresponsibility Difficulty Level: Medium AACSB Standard: Application of knowledge

15. Discuss Gert‟s 10 rules for all types of actions that are either forbidden or required.

Ans: Rule 1: “Do not kill.” This guideline prevents the most serious of harms--the permanent loss of consciousness.

Rule 2: “Do not cause pain.” Everyone wants to avoid pain, whether physical or mental.

Rule 3: “Do not disable” (“Do not deprive of ability.”). It is possible to disable someone physically (amputations and blinding), mentally (fostering addictions and creating phobias), and volitionally (restricting movement).

Rule 4: “Do not deprive of freedom.” This rule extends beyond physical imprisonment. It also includes job discrimination, which denies employment opportunities to certain groups, and stealing, which limits the options of victims. In addition, the dictum addresses “freedom from being acted upon.” Individuals have the right to avoid unwanted sexual touching and invasions of privacy, for instance.

Rule 5: “Do not deprive of pleasure.” Pleasure takes a variety of forms, such as sleep, sexual satisfaction, and beauty. Depriving others of their rest, sexual enjoyment (through female circumcision, for example), or beauty (by destroying artworks or architecture) are violations of this standard.

Rule 6: “Do not deceive.” Lying is only one way to deceive. Other forms of deception include withholding needed information, spreading false rumors, and fostering faulty assumptions.

Rule 7: “Keep your promises.” This rule covers both formal promises like labor contracts and informal promises made to other individuals. Often, there are legal consequences for violating formal promises, such as when a company breaks the terms of a contract with a vendor.

Rule 8: “Do not cheat.” Cheating involves acting unfairly in a way that gives the cheater an advantage.

Common examples of cheating include plagiarizing on academic papers, bribing a foreign official to get a building contract, tinkering with a scale, and, as we saw in Chapter 1, cheating on auto emissions tests.

Rule 9: “Obey the law.” With some exceptions (i.e., segregation statutes), laws generally keep society functioning smoothly. They stop violations of the first five rules, which prevent harm.

Rule 10. “Do your duty.” This rule covers those who play particular roles in society--doctors, lawyers, financial advisors, and professors. They must carry out the duties associated with their positions (treating the sick, representing clients, providing objective financial advice, presenting course content) or face condemnation. Rule 10 also applies to duties that arise from particular situations. We expect individuals to help others in need if they are in close proximity and can do so.

Cognitive Domain: Comprehension Answer Location: Common Morality Difficulty Level: Hard AACSB Standard: Application of knowledge

16. What are the three universal principles of the global ethic?

Ans: First, every person should be treated humanely. Second, “what you wish done to yourself, do to others.” (Golden Rule) Third, seek peace and justice.

Cognitive Domain: Comprehension Answer Location: A Global Ethic Difficulty Level: Medium AACSB Standard: Application of knowledge

Chapter 12: Ethical Crisis Leadership

Test Bank Multiple Choice

1. One way to learn from a crisis is to examine what other groups and organizations have done. This is referred to as ______.

A. retrospective sense making B. vicarious learning C. reconsidering structure D. issues management Ans: B Cognitive Domain: Comprehension Answer Location: Stage 3: Postcrisis Difficulty Level: Hard AACSB Standard: Application of knowledge

2. Transparency consists of ______.

A. openness and rapid response B. symmetry and strategic ambiguity C. openness and symmetry D. thoroughness and concern Ans: C Cognitive Domain: Knowledge Answer Location: Practice Transparency Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Which of the following is not true of mindful organizational cultures?

A. preoccupied with failure B. simplify whenever possible C. deference to expertise D. sensitivity to operations Ans: B Cognitive Domain: Comprehension Answer Location: Engage the Head as Well as the Heart Difficulty Level: Hard AACSB Standard: Application of knowledge

4. Which of the following is an example of an abnormal accident?

A. plane crash B. oil spill C. mining disaster D. terrorist bombing Ans: D Cognitive Domain: Comprehension Answer Location: Crisis: An Overview Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Which of the following is not an additional competency to navigate for a crisis event?

A. decision-making under pressure B. sensemaking C. communicating effectively

D. risk-taking Ans: B Cognitive Domain: Application Answer Location: Stage 2: Crisis Event Difficulty Level: Medium AACSB Standard: Application of knowledge

6. A product recall is which type of crisis?

A. terrorist B. economic C. product D. public perception Ans: C Cognitive Domain: Knowledge Answer Location: Crisis: An Overview Difficulty Level: Easy AACSB Standard: Application of knowledge

7. A bankruptcy is which type of crisis?

A. terrorist B. economic C. human resource D. transportation Ans: B Cognitive Domain: Application Answer Location: Crisis: An Overview

Difficulty Level: Easy AACSB Standard: Application of knowledge

8. Stage 1 of three stages of a crisis is ______.

A. precrisis B. crisis event C. postcrisis D. true crisis Ans: A Cognitive Domain: Knowledge Answer Location: Stage 1. Precrisis Difficulty Level: Easy AACSB Standard: Application of knowledge

9. ______ during the postcrisis stage determines what members might have overlooked.

A. Reconsidering structure B. Retrospective sensemaking C. Vicarious learning D. Discourse of renewal Ans: B Cognitive Domain: Application Answer Location: Stage 3: Postcrisis Difficulty Level: Hard AACSB Standard: Application of knowledge

10. ______ in the postcrisis stage refers to making major changes in leadership, mission, organizational structure, and policies as a result of the disruption caused by the crisis event.

A. Reconsidering structure B. Retrospective sensemaking C. Vicarious learning D. Discourse of renewal Ans: A Cognitive Domain: Comprehension Answer Location: Stage 3: Postcrisis Difficulty Level: Hard AACSB Standard: Application of knowledge

11. ______ refers to maintaining balanced relationships with outside groups based on two-way communication.

A. Symmetry B. Openness C. Resiliency D. Authenticity Ans: A Cognitive Domain: Comprehension Answer Location: Practice Transparency Difficulty Level: Easy AACSB Standard: Application of knowledge

12. ______ is defined as “a firm‟s ability to make decisions based on comprehensive information and analysis.”

A. Expertise B. Rationality C. Resilience

D. Transparency Ans: B Cognitive Domain: Knowledge Answer Location: Engage the Head as Well as the Heart Difficulty Level: Easy AACSB Standard: Application of knowledge

13. All of the following are virtues of an extreme leader EXCEPT ______.

A. resiliency B. courage C. optimism D. loyalty Ans: A Cognitive Domain: Comprehension Answer Location: The Ethical Demands of Extreme Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

14. ______ accidents are deliberate acts designed to disrupt or destroy systems and organizations.

A. Abnormal B. Deliberate C. Unfortunate D. Realistic Ans: A Cognitive Domain: Comprehension Answer Location: Crisis: An Overview

Difficulty Level: Easy AACSB Standard: Application of knowledge

15. ______ refers to being deliberately vague so as to appeal to many different audiences.

A. Strategic thought B. Strategic reasoning C. Strategic ambiguity D. Strategic intelligence Ans: C Cognitive Domain: Comprehension Answer Location: Practice Transparency Difficulty Level: Medium AACSB Standard: Application of knowledge

16. ______ are the warning signs that warn a crisis is possible.

A. Palindromes B. Prodromes C. Prodrones D. Megadrones Ans: B Cognitive Domain: Knowledge Answer Location: Stage 1. Precrisis Difficulty Level: Medium AACSB Standard: Application of knowledge

17. Hospital emergency rooms, air traffic control systems, and aircraft carriers are examples of ______.

A. high-reliability organizations B. low-reliability organizations C. low uncertainty avoidance D. high uncertainty avoidance Ans: A Cognitive Domain: Application Answer Location: Engage the Head as Well as the Heart Difficulty Level: Hard AACSB Standard: Application of knowledge

18. The second stage of a crisis begins with a ______.

A. cognitive talk B. self-talk C. trigger event D. precrisis Ans: C Cognitive Domain: Comprehension Answer Location: Stage 2: Crisis Event Difficulty Level: Easy AACSB Standard: Application of knowledge

19. ______ learns from a crisis by looking for its causes.

A. Introspective sensemaking B. Introspection C. Retrospective sensemaking D. Retrospection

Ans: C Cognitive Domain: Knowledge Answer Location: Stage 3: Postcrisis Difficulty Level: Medium AACSB Standard: Application of knowledge

20. A ______ is any major unanticipated event that poses a significant threat.

A. cognitive talk B. self-talk C. trigger event D. crisis Ans: D Cognitive Domain: Comprehension Answer Location: Implications and Applications Difficulty Level: Easy AACSB Standard: Application of knowledge

21. ______ is the period of normalcy between crisis events.

A. Cognitive talk B. Self-talk C. Trigger event D. Precrisis Ans: D Cognitive Domain: Comprehension Answer Location: Stage 1. Precrisis Difficulty Level: Easy

AACSB Standard: Application of knowledge

22. ______ begins with identifying emerging issues through the environmental scanning.

A. Impression management B. Role management C. Issues management D. Cognitive management Ans: C Cognitive Domain: Knowledge Answer Location: Stage 1. Precrisis Difficulty Level: Medium AACSB Standard: Application of knowledge

23. Proper crisis preparation can also keep us from abandoning our ______.

A. moral compass B. moral landscape C. moral principles D. moral reasoning Ans: C Cognitive Domain: Application Answer Location: Stage 1. Precrisis Difficulty Level: Medium AACSB Standard: Application of knowledge

24. The first step in preventing crises is to behave as a ______ person.

A. humble

B. moral C. genuine D. reasonable Ans: B Cognitive Domain: Comprehension Answer Location: Assume Broad Responsibility Difficulty Level: Easy AACSB Standard: Application of knowledge

25. Extreme settings call for extreme ______.

A. leadership B. power C. intelligence D. control Ans: A Cognitive Domain: Knowledge Answer Location: The Ethical Demands of Extreme Leadership Difficulty Level: Easy AACSB Standard: Application of knowledge

26. Transparency begins with ______.

A. change B. crisis C. openness D. hope Ans: C

Cognitive Domain: Knowledge Answer Location: Practice Transparency Difficulty Level: Easy AACSB Standard: Application of knowledge

27. Negative stories or publicity about an organization‟s product would be considered which kind of crisis?

A. terrorist attack B. product or service C. economic D. public perception Ans: D Cognitive Domain: Application Answer Location: Crisis: An Overview Difficulty Level: Medium AACSB Standard: Application of knowledge

28. If a train derails or a plane crashes, this is considered which type of crisis?

A. industrial B. transportation C. economic D. terrorist attack Ans: B Cognitive Domain: Application Answer Location: Crisis: An Overview Difficulty Level: Medium AACSB Standard: Application of knowledge

29. What is it called when an organization needs to identify emerging issues through environmental scanning?

A. catastrophe probability B. emerging needs C. issues management D. liability probability Ans: C Cognitive Domain: Knowledge Answer Location: Stage 1. Precrisis Difficulty Level: Medium AACSB Standard: Application of knowledge

30. What is the first thing an ethical leader can do when a crisis occurs?

A. panic B. recognize that the crisis has occurred C. mobilize people and operations D. run and hide Ans: B Cognitive Domain: Application Answer Location: Stage 2: Crisis Event Difficulty Level: Easy AACSB Standard: Application of knowledge

31. ______ draws from the experience of other groups and organizations on what to do and what not to do.

A. Vicarious learning

B. Issues management C. Reconsidering structure D. Rapid response Ans: A Cognitive Domain: Knowledge Answer Location: Stage 3: Postcrisis Difficulty Level: Easy AACSB Standard: Application of knowledge

32. What is it called when a person acts on behalf of other people with significant risk at hand?

A. the gamble B. the standoff C. dominant leadership D. heroic leadership Ans: D Cognitive Domain: Knowledge Answer Location: Take Decisive (Heroic) Action Difficulty Level: Medium AACSB Standard: Application of knowledge

33. What type of heroic leadership is used when leaders use a tactic of trying to get ahead of the crisis by ramping up the magnitude of response?

A. the gamble B. systematic use of luck C. order of magnitude D. the gambit Ans: C

Cognitive Domain: Knowledge Answer Location: Take Decisive (Heroic) Action Difficulty Level: Medium AACSB Standard: Application of knowledge

True/False

1. Many people should speak for the organization when a crisis strikes.

Ans: F Cognitive Domain: Comprehension Answer Location: The Ethical Demands of Extreme Leadership Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Crisis preparation leads to quicker recovery from a crisis.

Ans: T Cognitive Domain: Comprehension Answer Location: Stage 1. Precrisis Difficulty Level: Medium AACSB Standard: Application of knowledge

3. Managing a crisis is the ultimate test of ethical leadership.

Ans: T Cognitive Domain: Knowledge Answer Location: What‟s Ahead Difficulty Level: Easy

AACSB Standard: Application of knowledge

4. Theft would be an example of an economic crisis.

Ans: F Cognitive Domain: Application Answer Location: Crisis: An Overview Difficulty Level: Easy AACSB Standard: Application of knowledge

5. Collapse of financial systems is an example of an outside environment crisis.

Ans: T Cognitive Domain: Application Answer Location: Crisis: An Overview Difficulty Level: Medium AACSB Standard: Application of knowledge

6. Human bias is a barrier to crisis prevention.

Ans: T Cognitive Domain: Application Answer Location: Stage 1. Precrisis Difficulty Level: Easy AACSB Standard: Application of knowledge

7. Stage 2 of the three stages of a crisis is the crisis event itself.

Ans: T Cognitive Domain: Knowledge

Answer Location: Stage 2: Crisis Event Difficulty Level: Easy AACSB Standard: Application of knowledge

8. Stage 2 ends at the beginning of the crisis, before it is resolved.

Ans: F Cognitive Domain: Knowledge Answer Location: Stage 2: Crisis Event Difficulty Level: Medium AACSB Standard: Application of knowledge

9. Investigation and analysis take place during Stage 2 of the three-stage crisis model.

Ans: F Cognitive Domain: Comprehension Answer Location: Stage 3: Postcrisis Difficulty Level: Easy AACSB Standard: Application of knowledge

10. Good communication skill is one marker of a resilient organizational culture.

Ans: F Cognitive Domain: Comprehension Answer Location: Build Resilience Difficulty Level: Medium AACSB Standard: Application of knowledge

11. Deep social capital is one of the markers of a resilient organizational culture.

Ans: T Cognitive Domain: Comprehension Answer Location: Build Resilience Difficulty Level: Medium AACSB Standard: Application of knowledge

12. HROs are known as high-reliability organizations.

Ans: T Cognitive Domain: Comprehension Answer Location: Engage the Head as Well as the Heart Difficulty Level: Easy AACSB Standard: Application of knowledge

13. The image of an organization usually suffers as people blame it for not preventing the disaster in the first place.

Ans: T Cognitive Domain: Comprehension Answer Location: Stage 3: Postcrisis Difficulty Level: Easy AACSB Standard: Application of knowledge

Short Answer/Essay

1. Briefly describe the three stages of a crisis.

Ans: Stage 1: Precrisis. Precrisis is the period of normalcy between crisis events. During this, the longest phase, the group or organization typically believes that it understands the risks it faces and can handle any contingency that arises. Stage 2: Crisis event. The second stage commences with a “trigger event” like an

explosion, a shooting, or bankruptcy, and the recognition that a crisis has occurred. It ends when the crisis is resolved. Stage 3: Postcrisis. Investigation and analysis take place during the third and final stage.

Group members try to determine what went wrong, who was to blame, how to prevent a recurrence of the problem, and so on.

Cognitive Domain: Comprehension Answer Location: Stage 1. Precrisis Difficulty Level: Medium AACSB Standard: Application of knowledge

2. Explain sensemaking.

Ans: Effective sensemaking includes having a method for processing information, communicating information to the right people and getting their feedback, creating a shared picture of events, identifying what information is still needed, and analyzing possible outcomes and their impact.

What to look for: Did leaders create, facilitate, and rehearse a sensemaking method?

Cognitive Domain: Comprehension Answer Location: Box 12.1: Crisis Leadership Scorecard Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

3. Define strategic ambiguity.

Ans: In strategic ambiguity, communicators are deliberately vague, which allows them to appeal to multiple audiences. For example, the promise to respond “forcefully” to a crisis is an abstract statement, which can be interpreted in many different ways by stakeholders.

Cognitive Domain: Comprehension Answer Location: Practice Transparency Difficulty Level: Medium AACSB Standard: Application of knowledge

4. Discuss transparency as it relates to openness.

Ans: Transparency begins with openness. When faced with the challenge of mismanaged information, the transparent leader tells the truth and avoids hiding or distorting information. A transparent group is open about its policies, compensation packages, safety measures, values, spending, positions on political issues, and so on. Leaders regularly share this information through websites, presentations, publications, press releases, and other means. Openness, in turn, is marked by candor and integrity.

Cognitive Domain: Analysis Answer Location: Practice Transparency Difficulty Level: Medium AACSB Standard: Application of knowledge

5. Identify the characteristics of high-reliability organizations.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Engage the Head as Well as the Heart Difficulty Level: Medium AACSB Standard: Reflective thinking

6. Define “ethical rationality.”

Ans: Ethical rationality ties together research on business ethics, strategy, and crisis management.

Rationality is defined as “a firm‟s ability to make decisions based on comprehensive information and analysis.” Rational firms and leaders (which are generally more successful) do a thorough job of scanning the environment and analyzing the information they gather. They are also able to quickly generate lots of alternative solutions and ideas.

Cognitive Domain: Comprehension Answer Location: Engage the Head as Well as the Heart Difficulty Level: Medium AACSB Standard: Application of knowledge

7. Explain why assuming responsibility is the foundation of ethical crisis leadership.

Ans: Varies.

Cognitive Domain: Application Answer Location: Improvise From a Strong Moral Foundation Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

8. Define transparency and explain why transparency is critical to ethical crisis management.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Practice Transparency Difficulty Level: Medium AACSB Standard: Application of knowledge

9. What does it mean to engage the head as well as the heart when responding to crises?

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Engage the Head as Well as the Heart Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

10. Why do you think a significant number of organizations invest little time or effort in crisis prevention?

Ans: Varies.

Cognitive Domain: Application Answer Location: The Three Stages of a Crisis Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

11. Is strategic ambiguity always unethical in crisis situations? Why or why not?

Ans: Varies.

Cognitive Domain: Application Answer Location: Practice Transparency Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

12. How does the ethic of care apply in crisis situations?

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Demonstrate Care and Concern Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

13. Identify three ideas/leadership principles from the course that you believe will contribute the most to your personal ethical development. Describe actual situations in which you will use them, and why you believe them to be of value.

Ans: Varies.

Cognitive Domain: Application Answer Location: Components of Ethical Crisis Management Difficulty Level: Hard AACSB Standard: Reflective thinking

14. How do you define ethical leadership? Defend your definition and provide supporting evidence.

Ans: Varies.

Cognitive Domain: Analysis Answer Location: Components of Ethical Crisis Management

Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

15. Create your own metaphor to describe ethical and unethical leadership. Explain your metaphor based on principles from the course and the text.

Ans: Varies.

Cognitive Domain: Application Answer Location: Crisis: An Overview Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning

16. How have you become more of an ethical expert as a result of completing the text and the course?

Ans: Varies.

Cognitive Domain: Application Answer Location: Components of Ethical Crisis Management Difficulty Level: Hard AACSB Standard: Reflective thinking

17. Discuss the virtues that extreme leaders demonstrate.

Ans: Courage, optimism, integrity/authenticity, loyalty, caring, and humility.

Cognitive Domain: Comprehension Answer Location: The Ethical Demands of Extreme Leadership Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

18. The curriculum at your college or university is going to be revised. The leadership ethics course may be dropped from the catalog. What would you say in defense of the class to the committee making the final decision?

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Components of Ethical Crisis Management Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

19. Discuss the 10 types of crises from Seeger, Sellnow, and Ulmer.

Ans: Public perception: negative stories about the organization‟s products, personnel, or services; negative rumors; blogs and websites.

Natural disasters: tornadoes, hurricanes, mudslides, wildfires, blizzards, earthquakes, and volcano eruptions.

Product or service: product recalls, food-borne illnesses, concern about products, and services generated by the media.

Terrorist attacks: bombings, hijackings, abductions, and poisonings.

Economic: cash shortages, bankruptcies, hostile takeovers, and accounting scandals.

Human resource: workplace violence, strikes, labor unrest, discrimination, sexual harassment, school and workplace shootings, theft, and fraud.

Industrial: mine collapses, nuclear accidents, fires, and explosions.

Oil and chemical spills: tanker and railway spills, pipeline and well leaks.

Transportation: train derailments, plane crashes, truck accidents, and multivehicle pileups.

Outside environment: collapse of financial systems, rising fuel prices, deregulation, nationalization of private companies, and mortgage crisis.

Cognitive Domain: Comprehension Answer Location: Crisis: An Overview Difficulty Level: Medium AACSB Standard: Application of knowledge

20. Identify and debunk the five unethical beliefs about crisis management.

Ans: Myth 1: Crises are inevitable. Some but not all crises are inevitable. But even if some crises (storms and earthquakes) can‟t be prevented, leaders have an ethical responsibility to do everything they can to prepare for them.

Myth 2: We lack the basic knowledge to prevent or understand crises. Researchers don‟t know everything about crisis management. However, they have identified a number of steps leaders can take to prevent crises and to manage them when they occur. When leaders fail to act, the problem is not a lack of knowledge but a lack of will.

Myth 3: Better technology will prevent future crises. Resolving crises calls for more than technical solutions. For example, leaders must also communicate effectively, demonstrate flexibility, and think creatively.

Myth 4: Crisis management is inherently detrimental to progress. Risk can never be totally eliminated.

Yet some crisis-prone organizations and leaders shouldn‟t be allowed to engage in dangerous activities without some oversight. Following the financial crisis that began in 2008, for instance, many observers argued that greater restrictions should be placed on the financial industry to prevent future recessions.

Myth 5: Emotions have no place in crisis management. Emotions have a key role to play in crisis management, as they do in other kinds of ethical decision-making (see Chapter 5). Leaders need to see ethics as a conversation, connecting with stakeholders before, during, and after the crisis. They also need to acknowledge the pain and suffering generated by the crisis, which may have been caused by their decisions and actions.

Cognitive Domain: Comprehension Answer Location: Stage 1. Precrisis Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

21. Describe what it would mean to be a chief resilience officer.

Ans: Varies.

Cognitive Domain: Comprehension Answer Location: Build Resilience Difficulty Level: Medium AACSB Standard: Application of knowledge

22. Describe the six principles and/or strategies that equip ethical leaders in each stage of the three stages of a crisis.

Ans: Moral leaders assume broad responsibility, practice transparency, demonstrate care and concern, use their heads as well as their hearts, improvise from a strong moral foundation, and build resilience.

Cognitive Domain: Comprehension Answer Location: Components of Ethical Crisis Management Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning

23. Discuss the four components of a resilient organizational culture.

Ans: Psychological safety, deep social capital, diffused power and accountability, and access to broad resource networks.

Cognitive Domain: Analysis Answer Location: Build Resilience Difficulty Level: Medium AACSB Standard: Application of knowledge