Test Bank for The Leadership Experience 8th Edition by Richard L.

The Leadership Experience 8th Edition by Richard L. Daft TABLE OF CONTENTS CHAPTER 1. What Does it Meanto be a Leader?

CHAPTER 2. Traits, Behaviors, and Relationships CHAPTER 3. Contingency Approaches to Leadership CHAPTER 4. The Leader as an Individual CHAPTER 5. Leading with Head and Heart CHAPTER 6. Courage and Moral Leadership CHAPTER 7. Creating Vision and Purpose CHAPTER 8. Motivation and Engagement CHAPTER 9. Leadership Communication CHAPTER 10. Leading Teams CHAPTER 11. Leading Diversity and Inclusion CHAPTER 12. Leadership Power and Influence CHAPTER 13. Setting the Stage for Followership CHAPTER 14. Shaping Culture and Values CHAPTER 15. Leading Change

Test Bank for The Leadership Experience 8th Edition Daft Chapter 1-15 Chapter 1 1. The leadership process is an influence relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes. a. True b. False ANSWER: True RATIONALE: The leadership process is an influence relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 5 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1.1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-1 Why We Need Leadership KEYWORDS: Bloom‘s: Knowledge 2. Leadership is a people activity. a. True b. False ANSWER: True RATIONALE: Leadership is a people activity and is district from administration paperwork or planning activities.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 5 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1.1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-1 Why We Need Leadership KEYWORDS: Bloom‘s: Comprehension 3. A shared mindset that represents a fundamental way of thinking about, perceiving, and understanding the world is called an emergent leader.

Copyright Cengage Learning. Powered by Cognero.

Page 1

a. True b. False ANSWER: RATIONALE:

False Paradigm is a shared mindset that represents a fundamental way of thinking about, perceiving, and understanding the world.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 7 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1.2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Moderate - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Knowledge 4. Leaders today must keep things running on a steady, even keel for the organization to be successful. a. True b. False ANSWER: False RATIONALE: In the past, many leaders assumed that if they could just keep things running on a steady, even keel, the organization would be successful.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 10 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1.2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Comprehension 5. A leadership principles adopted from the ―Code of the West‖ is taking pride in your work. a. True b. False ANSWER: True RATIONALE: The Cowboy Code or the Code of the West are basic values that provided an informal code of conduct for pioneers settling the western American frontier have been distilled into ten principles that may still be applicable to leaders.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 13 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1.2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

Copyright Cengage Learning. Powered by Cognero.

Page 2

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Leadership Principles 1-2 The New Reality for Leaders Bloom‘s: Comprehension

6. Derailed managers are successful people who excelled in a functional area and were expected to go far, but they reached a plateau, were fired, or were forced to retire early. a. True b. False ANSWER: True RATIONALE: Derailment refers to a phenomenon in organizations in which a manager with an impressive track record reaches a certain level but goes off track and can‘t advance because of a mismatch between job needs and the manager‘s personal skills and qualities. Derailed managers are successful people who excelled in a functional area and were expected to go far, but they reached a plateau, were fired, or were forced to retire early.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 25 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-5 - Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-5 Leadership Can Be Learned KEYWORDS: Bloom‘s: Comprehension 7. An example of a Level 5 leader is Satya Nadella, CEO of Microsoft, who transformed the organization‘s leader mindset from a ―know-it-all‖ to a ―learn-it-all.‖ a. True b. False ANSWER: True RATIONALE: Satya Nadella, CEO of Microsoft, who joined in 1992 at the age of 25 and was relatively unknown, moved to transform Microsoft leaders form a know-it-all‖ to a ―learn-it-all‖ mindset.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 14 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1- 2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 3

8. The best leaders, at all levels, are those who are genuinely interested in other people and find ways to bring out the best in them. a. True b. False ANSWER: True RATIONALE: The best leaders, at all levels, are those who are genuinely interested in other people and find ways to bring out the best in them. Successful organizations pay attention to developing leaders in the soft skills needed to effectively lead technical people in a changing environment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 25 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-5 - Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-5 Leadership Can Be Learned KEYWORDS: Bloom‘s: Comprehension 9. Leaders focus on establishing detailed plans and schedules for achieving specific results. a. True b. False ANSWER: False RATIONALE: Both leadership and management are concerned with providing direction for the organization, but there are differences. Management focuses on establishing detailed plans and schedules for achieving specific results, then allocating resources to accomplish the plan.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 15 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Knowledge 10. If a person is known to have very strong intentions about the organization‘s future, they have strong will. a. True b. False ANSWER: True RATIONALE: Strong will means having very strong intentions about the organization‘s future.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 14 Copyright Cengage Learning. Powered by Cognero.

Page 4

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Knowledge 11. In virtual meetings, as a leader of a team you must read body language cues during video calls to pick up on who needs help. a. True b. False ANSWER: True RATIONALE: Michelle Peluso, senior vice president of digital sales and chief marketing officer at IBM, took on the difficult task of reading body language cues during video calls to determine who needs help or maybe isn‘t coping well.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 18 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Knowledge 12. The role of leadership is to provide learning opportunities so people can expand their mind and abilities. a. True b. False ANSWER: True RATIONALE: Leadership is to provide learning opportunities so people can expand their mind and abilities and assume responsibility for their own actions. .

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 17 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Knowledge 13. In order to become an effective leader, you only need to develop skills. a. True Copyright Cengage Learning. Powered by Cognero.

Page 5

b. False ANSWER: RATIONALE:

False Becoming an effective leader is a matter of developing an awareness of your strengths and weaknesses, applying the knowledge and experience of your past, and consciously choosing to do the difficult yet rewarding work of learning and enhancing your leadership skills and qualities.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 28 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-6 - Discover how to use this textbook to learn the most about leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-6 How to Use This Book to Learn Leadership Competencies KEYWORDS: Bloom‘s: Comprehension 14. Leaders influence people to change by providing an inspiring vision of the future and shaping the culture and values needed to attain it. a. True b. False ANSWER: True RATIONALE: Influence theories of leadership examine influence processes between leaders and followers.

Leaders influence people to change by providing an inspiring vision of the future and shaping the culture and values needed to attain it.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 23 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 15. According to the contingency theories of leadership, management skills are seen as the most important facet of leadership effectiveness. a. True b. False ANSWER: False RATIONALE: According to the relational theories of leadership, interpersonal relationships are seen as the most important facet of leadership effectiveness. Leadership is viewed as a relational process that meaningfully engages all participants and enables each person to contribute to achieving the vision.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 6

DIFFICULTY: Easy REFERENCES: p. 21 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: - Motivation Concepts - DISC: - Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 16. Identify the correct statement regarding leadership. a. Leadership involves administrative paperwork. b. Leadership involves noncoercive influence. c. Leadership involves unidirectional influence. d. Leadership involves maintaining the status quo.

ANSWER: b RATIONALE: Leadership involves influence; it occurs among people who intentionally desire significant changes; and the changes reflect purposes shared by leaders and followers. Influence means that the relationship among people is not passive; however, also inherent in this definition is the concept that influence is multidirectional and noncoercive.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 4 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-1 Why We Need Effective Leadership KEYWORDS: Bloom‘s: Comprehension 17. Which statement is true of people involved in the leadership relationship? a. They share a passive relationship. b. They seek changes dictated by leaders. c. They intentionally desire significant changes. d. They use coercion to bring about change.

ANSWER: c RATIONALE: Leadership involves influence; it occurs among people who intentionally desire significant changes; and the changes reflect purposes shared by leaders and followers.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 4 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 7

LEARNING OBJECTIVES: 1-1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-1 Why We Need Effective Leadership KEYWORDS: Bloom‘s: Comprehension 18. Which of the following is not an important aspect of leadership? a. providing a clear purpose b. having followers c. influencing others to come together around a common vision d. dictating changes required in an organization ANSWER: d RATIONALE: An important aspect of leadership is influencing others to come together around a common vision. Leadership involves the influence of people to bring about change toward a desirable future.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 5 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-1 Why We Need Effective Leadership KEYWORDS: Bloom‘s: Comprehension 19. Which statement is an outdated stereotype about leaders? a. Leaders are different and above others. b. Leaders are sometimes followers as well. c. Leaders should not commit to something outside their own self-interest. d. Leaders do not need followers.

ANSWER: a RATIONALE: A stereotype is that leaders are somehow different, that they are above others; however, in reality, the qualities needed for effective leadership are the same as those needed to be an effective follower.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 5 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles Copyright Cengage Learning. Powered by Cognero.

Page 8

TOPICS: KEYWORDS:

1-1 Why We Need Effective Leadership Bloom‘s: Comprehension

20. It becomes easier for people to see their own opportunities for leadership when they: a. start seeing leaders as individuals who are above others. b. understand that the concept of leadership cannot continue to develop. c. stop equating leadership with greatness and public visibility. d. comprehend that leadership involves maintaining the status quo.

ANSWER: c RATIONALE: When people stop equating leadership with greatness and public visibility, it becomes easier to see their own opportunities for leadership and recognize the leadership of people they interact with every day. Leaders come in all shapes and sizes, and many true leaders are working behind the scenes.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 6 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-1 Why We Need Effective Leadership KEYWORDS: Bloom‘s: Comprehension 21. Which of the following is a characteristic of new paradigm leaders? a. They are controllers. b. They are heroes. c. They are stabilizers. d. They are diversity promoters.

ANSWER: d RATIONALE: Refer to Exhibit 1.2. The New Reality for Leaders are facilitators who help people do and be their best by removing obstacles to performance, getting people what they need, providing learning opportunities, and offering support and feedback.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 8 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Remember 22. Which of the following is a characteristic of new paradigm leaders? a. They are humble.

Copyright Cengage Learning. Powered by Cognero.

Page 9

b. They are competitive. c. They are stabilizers. d. They are diversity avoiders.

ANSWER: a RATIONALE: Refer to Exhibit 1.2. The New Reality for Leaders. They seek advice and take time to think through the possible consequences of their actions.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 8 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Remember 23. Steve leads the administrative department of Mayo Pvt. Ltd. He encourages people to perform to their maximum potential by providing support and regular feedback. He ensures that the opinions of his team members are considered before a decision is made. He does not believe in rigidity and inviolate procedures. In the context of the given scenario, Steve holds that: a. wealthy employees should be given more power. b. people at the bottom of the organizational hierarchy should have no power. c. human capital is more important than financial capital. d. tangible assets form the financial basis of today's economy.

ANSWER: c RATIONALE: Human capital is becoming more important than financial capital, which increases the power of employees. Success today depends on the intellectual capacity of all employees.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 10 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Application 24. Which statement is true of leaders who work collaboratively? a. They learn to keep the lines of communication open. b. They wield their authority rather than using influence. c. They encourage internal competition and aggressiveness. d. They hoard power rather than share it.

ANSWER: a RATIONALE: Leaders with a collaborative mindset learn to keep the lines of communication open and use Copyright Cengage Learning. Powered by Cognero.

Page 10

influence rather than wielding their authority to quell harmful politicking, get buy-in on important matters, and move things forward.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 11 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Comprehension 25. Daniel, a management professor, wants to explain why a new paradigm leader is a facilitator rather than controller.

Which of the following is the correct reason? a. The most important element of an organization's revenues is becoming the number of working hours. b. The financial basis of today's economy is becoming information rather than tangible assets. c. The old assumptions of sharing power and getting all employees involved are no longer valid. d. The success of an organization in today's world depends on the wealth of its owners.

ANSWER: b RATIONALE: A reason that a leader is a facilitator rather than a controller is that the financial basis of today's economy is becoming information rather than the tangible assets of land, buildings, and machines. This means human capital is becoming more important than financial capital, which increases the power of employees.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 10 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Application 26. Which statement is true of uniformity in organizations? a. It is encouraged in the new paradigm of leadership. b. People with similar job skills are placed in separate departments. c. Homogenous groups find it challenging to communicate with one another. d. Uniform thinking can be a disaster in a multinational and diverse world.

ANSWER: d RATIONALE: Many of today‘s organizations were built on assumptions of uniformity, separation, and specialization. The uniform thinking that arises, however, can be a disaster in a world becoming more multinational and diverse.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 11

REFERENCES: p. 11 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Comprehension 27. Erica, a team manager, was known for heading projects with diligence and conscientiousness. However, she was insensitive and excessively ambitious. She did not take feedback in a constructive manner, which prevented her from advancing in her career because she had problems motivating and communicating with her team members. In the context of the given scenario, which of the following phenomena does Erica experience? a. Communication apprehension b. Fear-based motivation c. Paradigm change d. Derailment ANSWER: d RATIONALE: Derailment refers to a phenomenon in organizations in which a manager with an impressive track record reaches a certain level but goes off track and can‘t advance because of a mismatch between job needs and the manager‘s personal skills and qualities. Unsuccessful managers are often insensitive and critical, not trustworthy, do not learn from feedback and mistakes, can‘t build, and develop the right teams, and are unable to see the big picture when promoted into a general management position.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 24 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-5 - Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-5 Leadership Can Be Learned KEYWORDS: Bloom‘s: Application 28. Attempts to achieve collaboration, empowerment, and diversity can succeed only if: a. leaders follow the principles and practices of the industrial era. b. managers want to treat people the way they treat machines or the bottom line. c. leaders intentionally practice and apply new paradigm principles. d. leaders hire people who think and work alike.

ANSWER: c RATIONALE: Attempts to achieve collaboration, empowerment, and diversity in organizations may fail because the beliefs and thought processes of leaders, as well as employees, are stuck in an old paradigm that values control, stability, and homogeneity. Leaders can make the leap to a new paradigm by intentionally practicing and applying new paradigm principles.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 12

DIFFICULTY: Moderate REFERENCES: p. 24 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-5 - Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology TOPICS: 1-5 Leadership Can Be Learned KEYWORDS: Bloom‘s: Comprehension 29. The new paradigm principles of leadership: a. help leaders develop emotional distance from their followers. b. encourage leaders to confront their flaws that inhibit effective leadership. c. intentionally value stability over change. d. help people through the transition to an old paradigm of effective leadership.

ANSWER: b RATIONALE: One of the most important aspects of shifting to the new paradigm of leadership is intentionally using soft, interpersonal skills to build a culture of performance, trust, collaboration, and inclusion. Researchers at the Center for Creative Leadership in Greensboro, North Carolina, have been looking at what causes manager derailment for decades.52 They conclude that there are five top flaws that cause managers to derail, as shown in Exhibit 1.5.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 24-25 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-5 - Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-5 Leadership Can Be Learned KEYWORDS: Bloom‘s: Comprehension 30. Managers and leaders are different because: a. managers promote nonconformity while leaders promote conformity. b. managers maximize opportunities while leaders minimize risk for sure results. c. managers invest in people while leaders invest in goods. d. managers maintain stability while leaders promote change.

ANSWER: d RATIONALE: Management maintains a degree of stability, predictability, and order through a culture of efficiency. Leadership, on the other hand, creates change within a culture of agility and integrity that helps the organization thrive over the long haul by promoting openness and honesty, positive relationships, and long-term innovation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 15 Copyright Cengage Learning. Powered by Cognero.

Page 13

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Analysis 31. Which of the following is a quality of managers? a. They create vision and strategy instead of planning and budgeting. b. They use personal influence instead of the power of their position. c. They invest in people instead of investing in goods. d. They have expert minds rather than open minds.

ANSWER: d RATIONALE: Refer to Exhibit 1.3. In terms of personal qualities, managers have expert minds, whereas leaders have open minds or mindfulness.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 16 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Knowledge 32. Management focuses on getting the most results out of people so that: a. followers can be motivated through purpose rather than rewards or punishments. b. goods and services are provided to customers in a timely manner. c. the relationship with followers can be based on personal influence and trust. d. a shared culture and set of core values that can lead to the desired future state is developed.

ANSWER: b RATIONALE: In terms of relationships, management focuses on getting the best results out of people so that production goals are achieved and goods and services are provided to customers in a timely manner.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 17 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 14

33. Which of the following is a personal quality of leaders? a. Emotional distance b. Humility c. Conformity d. Insight into organization ANSWER: b RATIONALE: Leadership is more than a set of skills; it relies on a number of subtle personal qualities that are hard to see but that are very powerful. These include enthusiasm, integrity, courage, and humility.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 17-18 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Comprehension 34. Level 5 leaders have: a. the ability to meet all challenges without assistance. b. a strong drive for personal success. c. no need for the limelight. d. no responsibility for their company's success.

ANSWER: c RATIONALE: Level 5 leaders often seem shy and unpretentious and have no need to be in the limelight.

They are more concerned with the success of the team or company than with their own success.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 14 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Comprehension 35. Fred, the president of Choice Inc., is providing general guidelines to managers in his organization on how to develop effective personal qualities. Which of the following should be a part of the guidelines? a. Invest in people rather than in goods. b. Create change and a culture of agility and integrity. c. Focus on providing answers and solving problems.

Copyright Cengage Learning. Powered by Cognero.

Page 15

d. Have the courage to admit mistakes and doubts.

ANSWER: c RATIONALE: Management means providing answers and solving problems, whereas leadership requires the courage to admit mistakes and doubts, to listen, and to trust and learn from others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 18 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Application 36. Melanie has been promoted as the operations head of Apex Inc. She aims to lead the organization in an effective manner. Which of the following should Melanie implement to achieve her aim? a. Focus on getting the most results out of people so that production goals are achieved. b. Ensure that employees are part of a community and feel that they are contributing to something worthwhile. c. Maintain a relationship based on position and formal authority and not on personal influence and trust. d. Maintain a degree of stability, predictability, and order through a culture of efficiency.

ANSWER: b RATIONALE: Good leadership springs from a genuine caring for the work and a genuine concern for others.

Where there is leadership, people become part of a community and feel that they are contributing to something worthwhile.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 18 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Application 37. Linda heads the proofreading team of Ink Heart Pvt. Ltd., a publishing firm. She wants to align her followers toward the main objectives of the organization. Which strategy should Linda apply? a. Organize a structure to accomplish the plan b. Staff an organizational structure with employees c. Direct employees and monitor implementation of plans d. Communicate the vision and develop a shared culture ANSWER: d RATIONALE: In terms of aligning followers, leadership is concerned with communicating the vision and developing a shared culture and set of core values that can lead to the desired future state.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 16

DIFFICULTY: Moderate REFERENCES: p. 16-17 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Application 38. Wilma supervises the mutual funds team of Verdana Pvt. Ltd. She listens to the needs and opinions of her subordinates and does not believe in simply giving orders. She understands and accepts others when they do not share a certain mindset, and she readily admits her mistakes and doubts. Which of the Wilma‘s qualities is depicted in this scenario? a. Conformist qualities b. Controlling qualities c. Management qualities d. Leadership qualities ANSWER: d RATIONALE: True leaders tend to have open minds that welcome new ideas rather than closed minds that criticize new ideas. Leaders listen and discern what people want and need more than they talk to give advice and orders.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 18 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Application 39. The belief that leaders are born with certain natural abilities of power and influence characterizes which theory of leadership? a. Great Man b. Influence c. Behavior d. Contingency ANSWER: a RATIONALE: The earliest studies of leadership, the Great Man Theory, adopted the belief that leaders (who were always thought of as male) were born with certain heroic leadership traits and natural abilities of power and influence.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 20 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 17

HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 40. Charismatic leadership is a part of which theory of leadership? a. Influence b. Behavioral c. Trait d. Contingency ANSWER: a RATIONALE: Influence theories of leadership examine influence processes between leaders and followers.

One primary topic of study is charismatic leadership, which refers to leadership influence based not on position or formal authority but, rather, on the qualities and charismatic personality of the leader.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 21 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 41. In which Leadership Era did behavior theories of leadership work because leaders could analyze their situation and develop careful plans? a. Leadership Era 1 b. Leadership Era 2 c. Leadership Era 3 d. Leadership Era 4 ANSWER: b RATIONALE: Refer to Exhibit 1.4. The behavior and contingency theories worked in Leadership Era 2 because leaders could analyze their situation, develop careful plans, and control what happened.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 22 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

Copyright Cengage Learning. Powered by Cognero.

Page 18

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Leadership Principles 1-4 Evolving Theories of Leadership Bloom‘s: Knowledge

42. Which of the following is an important characteristic of organizations during Leadership Era 3? a. High-performance culture b. Functional management c. Cross-functional teams d. Pre-bureaucratic organization ANSWER: c RATIONALE: Refer to Exhibit 1.4. Leadership Era 3 sees the emergence of knowledge work, an emphasis on horizontal collaboration, and a shift to influence theories.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 22 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 43. Which statement is true of Leadership Era 4? a. This is the era of Great Man leadership, with the emphasis on personal traits of leaders. b. This era may be conceptualized as pre-industrial and pre-bureaucratic. c. This era sees the rise of the ―rational manager‖ who directs and controls others using an impersonal approach. d. This era requires the full scope of leadership that goes beyond rational management or team leadership.

ANSWER: d RATIONALE: Leadership Era 4 is the era of the agile leader who has made the leap to giving up control in the traditional sense. This era requires the full scope of leadership that goes far beyond rational management or even team leadership.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 23 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 19

44. The organization Fair Fight, established in 2019 by Stacey Abrams, addresses issues of voter suppression and is an example of a leader‘s: a. influence b. shared purpose c. intention d. personable responsibility and integrity ANSWER: b RATIONALE: Stacy Abrams, the former minority leader in the Georgia state House of Representatives, united people around a vision and founded the voting rights organization Fair Fight in 2019 to address voter suppression and enhance voter protection measures.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 4-5 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Comprehension 45. A leadership theory that focuses on what leaders do rather than who they are is: a. contingency theories b. influence theories c. behavior theories d. trait theories ANSWER: c RATIONALE: In the early 1950s, researchers began looking at what leaders do rather than who they are.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 21 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Comprehension 46. Leadership involves influence that is multidirectional and _____.

ANSWER: Noncoercive RATIONALE: Leadership involves influence; it occurs among people who intentionally desire significant changes; and the changes reflect purposes shared by leaders and followers. Influence means that the relationship among people is not passive; however, also inherent in this definition is the concept that influence is multidirectional and noncoercive.

Copyright Cengage Learning. Powered by Cognero.

Page 20

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 4 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-1 Why We Need Leadership KEYWORDS: Bloom‘s: Knowledge 47. What kind of activity is leadership?

ANSWER: People RATIONALE: Leadership is a people activity and is distinct from administrative paperwork or planning activities. Leadership occurs among people; it is not something done to people.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 5 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-1 Why We Need Effective Leadership KEYWORDS: Bloom‘s: Knowledge 48. ____ can be defined as the attainment of organizational goals in an effective and efficient manner through planning, organizing, staffing, directing, and controlling organizational resources.

ANSWER: Management RATIONALE: Management can be defined as the attainment of organizational goals in an effective and efficient manner through planning, organizing, staffing, directing, and controlling organizational resources.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 15 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Knowledge 49. A picture of an ambitious, desirable future for the organization or team is referred to as a(n)________.

ANSWER: vision Copyright Cengage Learning. Powered by Cognero.

Page 21

RATIONALE: A vision is a picture of an ambitious, desirable future for an organization or team.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 15 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Knowledge 50. Management maintains a degree of stability, predictability, and order through a culture of _____.

ANSWER: efficiency RATIONALE: Management maintains a degree of stability, predictability, and order through a culture of efficiency.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 18 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Knowledge 51. Which theory of leadership conceptualized leadership as a single person who put everything together and influenced others to follow along based on the strength of inherited traits, qualities, and abilities?

ANSWER: Great Man theory RATIONALE: According to the Great Man theories of leadership, in organizations, social movements, religions, governments, and the military, leadership was conceptualized as a single "Great Man" who put everything together and influenced others to follow along based on the strength of inherited traits, qualities, and abilities.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 20-21 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 52. Which theories of leadership emphasize that leadership cannot be understood in a vacuum separate from various Copyright Cengage Learning. Powered by Cognero.

Page 22

elements of the group or organizational situation?

ANSWER: Contingency RATIONALE: Contingency theories, sometimes called situational theories, emphasize that leadership cannot be understood in a vacuum separate from various elements of the group or organizational situation.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 21 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 53. Which type of theory of leadership is transformational leadership?

ANSWER: Relational RATIONALE: Two significant relational theories are transformational leadership and servant leadership.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 21 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 54. Which leadership type is an influence based not on position or formal authority but, rather, on the qualities and personality of the leader?

ANSWER: Charismatic leadership RATIONALE: Influence theories of leadership examine influence processes between leaders and followers.

A primary topic of study is charismatic leadership, which refers to leadership influence based not on position or formal authority but, rather, on the qualities and personality of the leader.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 21 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 23

TOPICS: KEYWORDS:

1-4 Evolving Theories of Leadership Bloom‘s: Knowledge

55. What does Era 4 represents to ensure organizational flexibility and responsiveness to a changing world?

ANSWER: Enlightened leadership RATIONALE: Era 4 represents enlightened leadership, which means giving up control in the traditional sense to ensure organizational flexibility and responsiveness to a changing world.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 23 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Knowledge 56. Briefly describe how all leaders are sometimes followers as well.

ANSWER: Followers are an important part of the leadership process, and all leaders are sometimes followers as well. Good leaders know how to follow, and they set an example for others. The issue of intention or will means that people—leader and followers— are actively involved in the pursuit of change. Each person takes personal responsibility to achieve the desired future.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 4-5 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the full meaning of leadership and see the leadership potential in yourself and others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-1 Why We Need Effective Leadership KEYWORDS: Bloom‘s: Analysis 57. Briefly explain the advantages and disadvantages of diversity in a department or organization.

ANSWER: Homogenous groups find it easy to get along, communicate, and understand one another. The uniform thinking that arises, however, can be a disaster in a world becoming more multinational and diverse. Bringing diversity into the organization is the way to attract the best human talent and develop an organizational mindset broad enough to thrive in a multinational world.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 11 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 24

LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Analysis 58. Briefly describe the five fatal flaws that cause derailment.

ANSWER: Refer to Exhibit 1.5.

1. Performance problems: Failing to meet business objectives.

2. Problems with relationships: Being insensitive, manipulative, critical, and not trustworthy in relationships.

3. Difficulty changing: Not learning from feedback and mistakes.

4. Difficulty building and leading a team: Poor management of direct reports.

5. Too narrow management experience: Inability to work effectively or collaborate outside their current function.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 25 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 1-5 - Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-5 Leadership Can Be Learned KEYWORDS: Bloom‘s: Knowledge 59. Briefly explain why leadership is an art as well as a science.

ANSWER: Leadership can be learned, but it is important to remember that leadership is both an art and a science. It is an art because many leadership skills and qualities cannot be learned from a textbook. Leadership takes practice and hands-on experience, as well as intense personal exploration and development. However, leadership is also a science because a growing body of knowledge and objective facts describes the leadership process and how to use leadership skills to attain organizational goals.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 24-25 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 1-6 - Discover how to use this textbook to learn the most about leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-6 How to Use This Book to Learn Leadership Competencies KEYWORDS: Bloom‘s: Analysis 60. Briefly explain the importance of studying leadership.

Copyright Cengage Learning. Powered by Cognero.

Page 25

ANSWER:

Leadership research helps people analyze situations from a variety of perspectives and learn how to be more effective. By exploring leadership in both business and society, students gain an understanding of the importance of leadership to an organization's success, as well as the difficulties and challenges involved in being a leader. Studying leadership can also lead to the discovery of abilities one never knew one had.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 25 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 1-6 - Discover how to use this textbook to learn the most about leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-6 How to Use This Book to Learn Leadership Competencies KEYWORDS: Bloom‘s: Comprehension 61. Identify the five differences between roles in the traditional leadership paradigm and roles in the new leadership paradigm.

ANSWER: Refer to Exhibit 1.2. The roles of new paradigm leaders are changing from: Stabilizer to crisis manager--Leaders can no longer assume to just keep things running on a steady, even keel, for the organization to be successful due the constant motion of today‘s world, where nothing is for certain anymore.

Controller to facilitator--Leaders in powerful positions once believed strict control was needed for the organization to function efficiently and effectively. Rigid organizational hierarchies, structured jobs and work processes, and detailed, inviolate procedures let everyone know that those at the top had power and those at the bottom had none. Today, rather than being a controller, the leader is a facilitator who helps people do and be their best by removing obstacles to performance, getting people what they need, providing learning opportunities, and offering support and feedback.

Competitor to collaborator-In a hyperconnected, networked age, collaboration becomes more important than competition. Successful leaders harness and make the most of ideas, talent, and resources from across boundaries of all kinds. Although some companies still encourage internal competition and aggressiveness, most successful leaders stress teamwork, compromise, and cooperation. Self-directed teams and other forms of horizontal collaboration spread knowledge and information throughout the organization.

Diversity avoider to diversity promoter--Many of today‘s organizations were built on assumptions of uniformity, separation, and specialization. People who think alike, act alike, and have similar job skills are grouped into a department, such as accounting or manufacturing, separate from other departments and form uniform thinking. Today, leaders who promote a diverse workforce have been shown to improve their organization‘s chances of success.

Hero to humble--The move from celebrating the ―leader-as-hero‖ to recognizing the hardworking, behind-the-scenes leaders who quietly build strong, enduring companies by supporting and developing others rather than touting their own abilities and successes. One reason for the shift from hero to humble is that it is less and less realistic for an individual leader to meet all the challenges a team or organization faces in a complex, rapidly changing world.

Copyright Cengage Learning. Powered by Cognero.

Page 26

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 8-14 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Describe the five fundamental transformations facing today‘s leaders and organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-2 The New Reality for Leaders KEYWORDS: Bloom‘s: Comprehension 62. Compare management to leadership in five areas crucial to organizational performance—providing direction, aligning followers, building relationships, developing personal leadership qualities, and creating outcomes.

ANSWER: When providing direction, management focuses on establishing detailed plans and schedules for achieving specific results, then allocating resources to accomplish the plan. Leadership calls for creating a compelling vision of the future, setting the context within which to view challenges and opportunities, and developing farsighted strategies for producing the changes needed to achieve the vision.

When aligning followers, management entails organizing a structure to accomplish the plan; staffing the structure with employees; and developing policies, procedures, and systems to direct employees and monitor implementation of the plan. Leadership is concerned instead with communicating the vision and developing a shared culture and set of core values that can lead to the desired future state.

In terms of relationships, management focuses on getting the best results out of people so that production goals are achieved, and goods and services are provided to customers in a timely manner. Leadership, on the other hand, focuses on investing more in people so they are energized and inspired to accomplish goals.

In personal qualities, management means providing answers and solving problems; leadership requires the courage to admit mistakes and doubts, to listen, and to trust and learn from others.

The differences between management and leadership create two differing outcomes.

Management maintains a degree of stability, predictability, and order through a culture of efficiency. Leadership, on the other hand, creates change.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 15-18 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Summarize the fundamental differences between leadership and management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 How Leadership Differs from Management KEYWORDS: Bloom‘s: Comprehension 63. Give an overview of the four leadership eras.

ANSWER: Era 1 was pre-industrial and pre-bureaucratic. Most organizations were small and were run by a single individual who many times hired workers because they were friends or relatives.

Copyright Cengage Learning. Powered by Cognero.

Page 27

This was the era of Great Man leadership and the emphasis on personal traits of leaders.

In Era 2, we saw the emergence of hierarchy and bureaucracy. The rational manager was well-suited to a stable environment. The behavior and contingency theories worked here because leaders could analyze their situation, develop careful plans, and control what happened.

In Era 3, the world was no longer stable. This was the era of the team leader and the change leader. Influence was important because of the need to change organizational structures and cultures.

Era 4 represents agile leadership, which means giving up control in the traditional sense to ensure organizational flexibility and responsiveness to a changing world. Leaders influence others through relationships and networks and through shared vision and values rather than through hierarchical power and control.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 22-24 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

NATIONAL STANDARDS: United States - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 Evolving Theories of Leadership KEYWORDS: Bloom‘s: Comprehension

Copyright Cengage Learning. Powered by Cognero.

Page 28

1. The contingency approach to leadership sought to identify the traits leaders possessed that distinguished them from people who were not leaders. a. True b. False ANSWER: False RATIONALE: The Great Man approach sought to identify the traits leaders possessed that distinguished them from people who were not leaders. Research early in the twentieth century examined leaders who had achieved a level of greatness and this field of study became known as the Great Man approach.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 46 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Comprehension 2. Traits typically considered highly important for leadership are optimism, self-confidence, honesty, integrity, and drive. a. True b. False ANSWER: True RATIONALE: Many researchers contend that certain traits are essential to effective leadership, but only in combination with other factors. Traits typically considered highly important for leadership are optimism, self-confidence, honesty, integrity, and drive.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 47 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Knowledge 3. A research study by Met Life found that applicants who score high on optimism made 21 percent more sales their first year. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

Page 29

RATIONALE:

The value of optimism is revealed in a finding by Met Life that applicants who failed the regular sales aptitude test but scored high on optimism made 21 percent more sales in their first year and 57 percent more sales in their second year than those who passed the sales test but scored high on pessimism.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 47 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Knowledge 4. Self-confidence doesn‘t mean being arrogant and prideful but rather knowing and trusting in oneself. a. True b. False ANSWER: True RATIONALE: Leaders who know themselves develop self-confidence, which is general assurance in one's own judgments, decision-making, ideas, and capabilities. Self-confidence doesn't mean being arrogant and prideful but rather knowing and trusting in oneself.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 49 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Knowledge 5. The myth of a ―complete leader‖ can cause stress and frustration for leaders and followers, as well as damage to the organization. a. True b. False ANSWER: True RATIONALE: Some people tend to think a leader should have a complete set of skills, characteristics, and abilities to handle any problem, challenge, or opportunity that comes along. This myth of the ―complete leader‖ can cause stress and frustration for leaders and followers, as well as damage to the organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 53 Copyright Cengage Learning. Powered by Cognero.

Page 30

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-2 - Identify your own traits that you can transform into strengths and being to various leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-2 Know Your Strengths KEYWORDS: Bloom‘s: Comprehension 6. Talent arises from a strength that has been supported and reinforced with knowledge and skills. a. True b. False ANSWER: False RATIONALE: A strength arises from a natural talent that has been supported and reinforced with knowledge and skills. Talents can be thought of as innate traits and naturally recurring patterns of thought, feeling, and behavior.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 53 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-2 - Identify your own traits that you can transform into strengths and being to various leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-2 Know Your Strengths KEYWORDS: Bloom‘s: Knowledge 7. People excel in life by fixing their weaknesses, not by maximizing their strengths. a. True b. False ANSWER: False RATIONALE: You excel in life by maximizing your strengths, not by fixing your weaknesses. When you live and work from your strengths, you are more motivated, competent, and satisfied.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 54 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-2 - Identify your own traits that you can transform into strengths and being to various leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-2 Know Your Strengths KEYWORDS: Bloom‘s: Comprehension 8. In democratic leadership, a leader centralizes authority and makes all decisions with little or no input from Copyright Cengage Learning. Powered by Cognero.

Page 31

subordinates. a. True b. False ANSWER: RATIONALE:

False Autocratic leader tends to centralize authority and make all the decisions with little or no input from subordinates.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 56 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-3 Behavior Approaches KEYWORDS: Bloom‘s: Knowledge 9. Screening for the humility trait among candidates for hiring or promotions is a good indicator of a collaborative and higher-performing employee. a. True b. False ANSWER: True RATIONALE: Some companies, including apparel company Patagonia and Mumbai-based Indian Hotels, which operates the luxury Taj Hotels in the United States, have started screening for humility among candidates for jobs or promotions because humble people are more inclusive and collaborative, inspire better teamwork, and promote more rapid learning and higher performance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 51 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Comprehension 10. Leaders that are dependent are often seen as effective. a. True b. False ANSWER: False RATIONALE: Interdependence is the key to effective leadership.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

Page 32

REFERENCES: p. 53 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2-2 - Identify your own traits that you can transform into strengths and bring to various leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-2 Know Your Strengths KEYWORDS: Bloom‘s: Knowledge 11. In the context of the trait approach to leadership, the diversity of traits that effective leaders possess indicates that: a. leadership includes grasping diverse points of view and leaving everybody satisfied. b. leadership ability is not a genetic endowment. c. leadership ability cannot be acquired without a complete set of skills. d. leadership includes being prideful and arrogant.

ANSWER: b RATIONALE: Generally, research found only a weak relationship between personal traits and leader success. Indeed, the diversity of traits that effective leaders possess indicates that leadership ability is not a genetic endowment.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 46 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Comprehension 12. According to the trait approach to leadership, which of the following is categorized as a social characteristic of leaders? a. Optimism b. Knowledge c. Cooperativeness d. Humility ANSWER: c RATIONALE: Exhibit 2.1 presents some of the traits and their respective categories that have been identified through trait research over the years. Social characteristics include sociability, interpersonal skills, cooperativeness, ability to enlist cooperation, tact, and diplomacy.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 48 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 33

LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Analysis 13. _____ refers to a tendency to see the positive side of things and expect that things will turn out well. a. Integrity b. Honesty c. Drive d. Optimism ANSWER: d RATIONALE: Optimism refers to a tendency to see the positive side of things and expect that things will turn out well. Numerous surveys indicate that optimism is the single characteristic most common to top executives.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 47 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Knowledge 14. Which statement is true of self-confidence? a. It includes being arrogant and prideful. b. It causes one to become jaded and pessimistic. c. It involves managing competing points of view. d. It includes knowing and trusting in oneself.

ANSWER: d RATIONALE: Leaders who know themselves develop self-confidence, which is general assurance in one‘s own judgments, decision-making, ideas, and capabilities. Self-confidence doesn‘t mean being arrogant and prideful but rather knowing and trusting in oneself.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 49 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 34

TOPICS: KEYWORDS:

2-1 The Trait Approach Bloom‘s: Comprehension

15. People in organizations rise to the top because they: a. refrain from creating hopes that things will turn out well. b. have the ability to identify problems. c. can instill in others a sense of hope for the future. d. are always cautious when interpreting situations.

ANSWER: c RATIONALE: People in organization rise to the top because they have the ability to see opportunities where others see problems and can instill in others a sense of hope for the future. Numerous surveys indicate that optimism is the single characteristic most common to top executives.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 47 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Comprehension 16. Which of the following is an important aspect that should be kept in mind by active leaders? a. Uniform thinking should be encouraged among employees. b. Decision-making should be avoided if adequate information is not available. c. Setbacks have to be managed with a pessimistic mindset. d. Competing points of view have to be managed, with some people left unsatisfied.

ANSWER: d RATIONALE: Leaders initiate change, and they often must make decisions without adequate information.

Competing points of view have to be managed, with some people left unsatisfied.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 49 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Comprehension 17. Which statement is true of finding which traits or behaviors can be turned into strengths? a. Leaders recommend doing a job you dislike.

Copyright Cengage Learning. Powered by Cognero.

Page 35

b. Leaders recommend doing what fits natural interests and abilities. c. Leaders recommend taking on all work, even projects in which others find of no interest. d. Leaders recommend doing what is uncomfortable and uninteresting.

ANSWER: b RATIONALE: Warren Buffett recommends that people do what fits their natural interests and abilities, which is reflected in the work they like to do. His career advice is to find work or a career that one truly enjoys and fits one‘s strengths and mental wiring.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 54 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-2 - Identify your own traits that you can transform into strengths and bring to various leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-2 Know Your Strengths KEYWORDS: Bloom‘s: Comprehension 18. Which statement is true of honesty? a. It refers to high motivation that creates a high effort level by a leader. b. It implies an openness that followers welcome. c. It helps leaders interpret situations in more conservative ways. d. It includes a complete set of skills and characteristics to handle any problem.

ANSWER: b RATIONALE: Honesty refers to truthfulness and nondeception. It implies an openness that followers welcome.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 49 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Comprehension 19. Which statement is true of talents? a. Talents include having a complete set of skills and abilities to handle any problem. b. Talents can be turned into strengths by consciously enhancing them. c. Talents are not mere aspects of one's potential. d. Talents arise from natural strengths.

ANSWER: b RATIONALE: Talents can be thought of as innate traits and naturally recurring patterns of thought, feeling, Copyright Cengage Learning. Powered by Cognero.

Page 36

and behavior. Once recognized, talents can be turned into strengths by consciously developing and enhancing them with learning and practice.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 53-54 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-2 - Identify your own traits that you can transform into strengths and bring to various leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-2 Know Your Strengths KEYWORDS: Bloom‘s: Comprehension 20. Which of the following is not a leadership characteristic of humility? a. They don‘t have the strong position power of the collaborative role. b. They have a modest ego. c. They have openness to learning from others. d. They have a clear and accurate self-awareness.

ANSWER: a RATIONALE: Humility means being unpretentious and modest rather than arrogant and prideful. Leader humility incorporates five essential characteristics:1. A clear and accurate self-awareness.

2. An appreciation of others and recognition of the contributions of others. 3. An openness to learning from others. 4. A modest ego and low self-focus. 5. An orientation toward serving others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 50 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Analysis 21. Which of the following is a characteristic of democratic leaders? a. They possess delegate authority to others and relies on others to complete tasks. b. They centralize authority and make all decision with little input from others. c. They scrutinize employees‘ work. d. They make sure everything is done according to rules and standards.

ANSWER: a RATIONALE: A democratic leader delegates authority to others, encourages participation, and relies on subordinates‘ knowledge for completion of tasks.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 37

REFERENCES: p. 56 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behaviors and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Analysis 22. Which of the following is an example of consideration behavior of leaders? a. Directing tasks and planning b. Providing explicit schedules for work activities c. Seeking input from subordinates regarding important decisions d. Getting people to work hard and ruling with an iron hand ANSWER: c RATIONALE: Consideration, a category of leader behavior, describes the extent to which a leader cares about subordinates, respects their ideas and feelings, and establishes mutual trust. Showing appreciation, listening carefully to problems, and seeking input from subordinates regarding important decisions are all examples of consideration behaviors.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 58 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behaviors and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Application 23. Which of the following is an example of initiating structure behavior of leaders? a. Showing appreciation b. Directing tasks c. Seeking input from subordinates d. Listening carefully to problems ANSWER: b RATIONALE: Initiating structure, a category of leader behavior, describes the extent to which a leader is task oriented and directs subordinates' work activities toward goal achievement. This type of leader behavior includes directing tasks, getting people to work hard, planning, providing explicit schedules for work activities, and ruling with an iron hand.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 58 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 38

LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behaviors and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Application 24. Leader support and _____ are the two underlying dimensions of employee-centered leadership behavior. a. goal emphasis b. efficiency achievement c. interaction facilitation d. work facilitation ANSWER: c RATIONALE: Employee-centered leaders display a focus on the human needs of their subordinates. Leader support and interaction facilitation are the two underlying dimensions of employee-centered behavior.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 60 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behaviors and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Analysis 25. Which of the following is an underlying dimension of job-centered leadership behavior? a. Leader support b. Interaction facilitation c. Conflict minimization d. Goal emphasis ANSWER: d RATIONALE: The job-centered leader directs activities toward scheduling, accomplishing tasks, and achieving efficiency. Goal emphasis and work facilitation are dimensions of this leadership behavior.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 60 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behaviors and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 39

TOPICS: KEYWORDS:

2-3 Behavior Approaches Bloom‘s: Analysis

26. According to the Leadership Grid, _____ occurs when primary emphasis is given to people rather than to work outputs. a. team management b. authority-compliance management c. middle-of-the-road management d. country club management ANSWER: d RATIONALE: Blake and Mouton of the University of Texas proposed a two-dimensional leadership theory called the Leadership Grid that builds on the work of the Ohio State and Michigan studies.

Country club management occurs when primary emphasis is given to people rather than to work outputs.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 61 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behaviors and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Comprehension 27. Which of the following is an example of people-oriented leader behavior? a. Planning use of resources b. Setting performance expectations c. Evaluating performance d. Displaying trust ANSWER: d RATIONALE: Refer to Exhibit 2.5. Leaders with people orientation tend to display trust, show acceptance and compassion, acknowledge accomplishments, respect people, be positive, and give time and encouragement.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 62 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behaviors and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Application Copyright Cengage Learning. Powered by Cognero.

Page 40

28. Which of the following is an example of task-oriented leader behavior? a. Giving time and encouragement b. Showing acceptance and compassion c. Acknowledging accomplishments d. Checking the progress and quality of work ANSWER: d RATIONALE: Refer to Exhibit 2.5. Task-oriented leader behaviors include checking progress and quality of work, clarifying task objectives and job responsibilities, setting performance expectations, planning use of resources, coordinating activities, and evaluating performance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 61 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behaviors and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Application 29. Which statement is true of individualized leadership? a. It adopts a general leadership style that is used with all group members. b. It looks at the specific relationship between a leader and each individual follower. c. It holds that leaders have particular traits that distinguish them from non-leaders. d. It conceptualizes leadership as a single, great individual who can put everything together and influence others to follow along.

ANSWER: b RATIONALE: Individualized leadership, a more recent approach to leadership behavior research, looks at the specific relationship between a leader and each individual follower. In this view, leadership is a series of dyads, or two-person interactions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 64 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Comprehension 30. Which characteristic was explored by the studies evaluating the characteristics of the leader–member exchange relationship? a. Income b. Educational qualification Copyright Cengage Learning. Powered by Cognero.

Page 41

c. Value agreement d. Recruitment process ANSWER: c RATIONALE: Studies evaluating characteristics of the leader-member exchange relationship explored communication frequency, value agreement, characteristics of followers, job satisfaction, performance, job climate, and commitment.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 67 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Knowledge 31. Which statement is true of individualized leadership? a. It holds that leadership is a series of dyads, or two-person interactions. b. It assumes that a leader adopts a general leadership style that is used with all group members. c. It is based on the notion that leaders should not develop relationships with subordinates. d. It is against the concept of exchange, what each party gives to and receives from the other.

ANSWER: a RATIONALE: According to the individualized leadership approach, leadership is a series of dyads, or a series of two-person interactions. The dyadic view focuses on the concept of exchange, what each party gives to and receives from the other.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 64 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Comprehension 32. Which of the following is a difference between leader behavior toward out-group members and in-group members? a. Leaders assign interesting assignments to out-group subordinates, whereas leaders assign primarily routine jobs to in-group subordinates and monitor their work closely. b. Leaders usually impose their views on out-group subordinates, whereas leaders sometimes defer to in-group subordinates' opinions. c. Leaders give specific directives for how to accomplish tasks and attain goals to in-group subordinates whereas leaders trust out-group subordinates to use their own approaches in solving problems. d. Leaders listen to suggestions and ideas given by in-group subordinates, whereas little interest is shown in Copyright Cengage Learning. Powered by Cognero.

Page 42

comments and suggestions given by out-group subordinates.

ANSWER: d RATIONALE: Refer to Exhibit 2.7. According to the vertical dyad linkage model of individualized leadership, leaders listen to in-group subordinates' suggestions and ideas about how work is done, whereas leaders show little interest in out-group subordinates' comments and suggestions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 66 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Comprehension 33. Stage two in the development of the individualized leadership theory explored the _____ in more detail. a. vertical dyad linkage model b. partnership building c. leader–member exchange d. entrepreneurship model ANSWER: c RATIONALE: Stage two in the development of the individualized leadership theory explored the leadermember exchange (LMX) in more detail, discovering that the impact on outcomes depends on how the LMX process develops over time.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 67 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Knowledge 34. High-quality leader-member exchange relationships: a. lead to poor job satisfaction in the long run. b. have been found to lead to very positive outcomes for the organization. c. pertain to lesser responsibility and authority in the case of followers. d. support the sharply differentiated in-group and out-group relationships.

ANSWER: b RATIONALE: High-quality leader-member exchange (LMX) relationships have been found to lead to very positive outcomes for leaders, followers, work units, and the organization. LMX theory Copyright Cengage Learning. Powered by Cognero.

Page 43

proposes that this higher-quality relationship will lead to higher performance and greater job satisfaction for in-group members, and research in general supports this idea.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 67 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Comprehension 35. The third phase of research in the development of the individualized leadership theory: a. evaluated characteristics of the leader–member exchange relationship by exploring communication frequency and value agreement. b. focused on whether leaders could develop positive relationships with a large number of followers. c. argued for the importance of the dyad formed by a leader with each member of the group. d. included the awareness of a relationship between a leader and each individual rather than between a leader and a group of followers.

ANSWER: b RATIONALE: The third phase of research in the area of individualized leadership focused on whether leaders could develop positive relationships with numerous followers. In this approach, the leader views each person independently and may treat each individual in a different but positive way.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 67 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Analysis 36. In the leader-member exchange research study on individualized leadership, leaders were trained to offer the opportunity for a high-quality relationship to all group members. According to this concept, which of the following is true of followers? a. The followers were treated in a positive or a negative way depending on their individual performances. b. The boon of establishing sharply differentiated in-group and out-group relationships was established. c. The followers who responded to the offer dramatically improved their performance. d. The in-group subordinates got better and the out-group subordinates got worse at their work respectively.

ANSWER: c RATIONALE: In the leader-member exchange research study, leaders were trained to offer the opportunity Copyright Cengage Learning. Powered by Cognero.

Page 44

for a high-quality relationship to all group members, and the followers who responded to the offer dramatically improved their performance.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 67 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Knowledge 37. Which statement is true of partnership building? a. Leaders will shy away from building individualized relationships with each person. b. A leader will build some positive relationships with employees. c. It is the second phase in the development of individualized leadership. d. Leaders build individualized relationship with each person.

ANSWER: d RATIONALE: The third phase of research, partnership building, considers whether leaders can build individualized relationships with each person as a way to meet needs for both consideration and structure.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 67-68 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-5 Entrepreneurial Traits and Behaviors KEYWORDS: Bloom‘s: Analysis 38. Which of the following is not one of the five points leaders should keep in mind during a crisis? a. Build relationships b. Communicate c. Project calm d. Build trust ANSWER: a RATIONALE: Leaders have a lot to deal with during a crisis, and the emotional well- being of employees can sometimes get lost among the tremendous variety and complexity of demands on leaders‘ time. Leaders can keep five points in mind during a crisis: (1) communicate, (2) project calm, (3) show compassion and concern, (4) reduce uncertainty, (5) build trust.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 45

REFERENCES: pp. 70-71 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-5 - Describe some key leader traits for handling a crisis.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-5 Leadership Traits during a Crisis KEYWORDS: Bloom‘s: Analysis 39. During a crisis, leaders should keep in mind which of the five points? a. Overcommunicate using a variety of media methods b. Undercommunicate using a variety of media methods c. Show no compassion or concern, as it is a sign of weakness d. Not to be comfortable with uncertainty ANSWER: a RATIONALE: Leaders should probably over-communicate during a crisis, using a variety of media to make sure people hear their messages and that they, in turn, are listening to employees and other constituents.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 771 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-5 - Describe some key leader traits for handling a crisis.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-5 Leadership Traits during a Crisis KEYWORDS: Bloom‘s: Knowledge 40. Which of the following is an example of leadership during the COVID-19 pandemic? a. Not offering employees additional support to deal with stress during the pandemic b. Having employees work overtime to maintain productivity with limited resources c. Laying off employees due immediately d. Providing a $1-million COVID relief fund to support employees and their families ANSWER: d RATIONALE: When the pandemic hit the United States, Mark Aslett, CEO of aerospace and defense electronics company Mercury Systems, set up a $1-million COVID relief fund to support employees and their families. He then suspended terminations and layoffs, temporarily doubled the overtime pay rate, gave hourly on-site employees a monthly $150 Uber Eats credit they could use to order meals from local restaurants, paid for Care.com subscriptions so employees could arrange for child and senior care for family members, and gave everyone a free one-year subscription to Headspace, a mindfulness and meditation app.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 70 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 46

LEARNING OBJECTIVES: 2-5 - Describe some key leader traits for handling a crisis.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-5 Leadership Traits during a Crisis KEYWORDS: Bloom‘s: Comprehension 41. _____ are the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-confidence, and appearance.

ANSWER: Traits RATIONALE: Traits are the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-confidence, and appearance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 45 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Knowledge 42. _____ refers to a person‘s strong belief that they can successfully accomplish a specific task or outcome.

ANSWER: Self-efficacy RATIONALE: Self-confidence is related to self-efficacy, which refers to a person‘s strong belief that they can successfully accomplish a specific task or outcome.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 49 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Knowledge 43. A(n) _____ arises from a natural talent that has been supported and reinforced with knowledge and skills.

ANSWER: strength RATIONALE: A strength arises from a natural talent that has been supported and reinforced with knowledge and skills. Talents can be thought of as innate traits and naturally recurring patterns of thought, feeling, and behavior.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 53 Copyright Cengage Learning. Powered by Cognero.

Page 47

QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-2 - Identify your own traits that you can transform into strengths and bring to various leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-2 Know Your Strengths KEYWORDS: Bloom‘s: Knowledge 44. The _____ leader tends to centralize authority and make all the decisions with little or no input from subordinates ANSWER: autocratic RATIONALE: An autocratic leader tends to centralize authority and make all the decisions with little or no input from subordinates POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 56 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Knowledge 45. The _____ describes the extent to which a leader is task oriented and directs subordinates‘ work activities toward goal achievement.

ANSWER: initiating structure RATIONALE: Initiating structure describes the extent to which a leader is task oriented and directs subordinates‘ work activities toward goal achievement. This type of leader behavior includes directing tasks, getting people to work hard, planning, providing explicit schedules for work activities, and ruling with an iron hand.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 58 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Application 46. _____ is the extent to which a leader is sensitive to subordinates, respects their ideas and feelings, and establishes mutual trust.

ANSWER: Consideration Copyright Cengage Learning. Powered by Cognero.

Page 48

RATIONALE:

Consideration describes the extent to which a leader cares about subordinates, respects their ideas and feelings, and establishes mutual trust. Showing appreciation, listening carefully to problems, and seeking input from subordinates regarding important decisions are l examples of consideration behaviors.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 58 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Knowledge 47. In the context of leadership styles, _____ leaders display a focus on the human needs of their subordinates.

ANSWER: employee-centered RATIONALE: In the context of leadership styles, employee-centered leaders display a focus on the human needs of their subordinates. Leader support and interaction facilitation are the two underlying dimensions of employee-centered behavior.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 60 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Knowledge 48. Clarifying job responsibilities is an example of _____ leader behavior.

ANSWER: task-oriented RATIONALE: Refer to Exhibit 2.5. Task-oriented leader behaviors include clarifying task objectives and job responsibilities, setting performance expectations, planning use of resources, coordinating activities, checking the progress and quality of work, and evaluating performance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 62 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 49

TOPICS: KEYWORDS:

2-3 Behavior Approaches Bloom‘s: Application

49. The _____ view of individualized leadership focuses on the concept of exchange--what each party gives to and receives from the other.

ANSWER: dyadic RATIONALE: Individualized leadership provides a view wherein leadership is a series of dyads, or of twoperson interactions. The dyadic view of leadership focuses on the concept of exchange--what each party gives to and receives from the other.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 64 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Knowledge 50. Cultivating _____ and a sense of community and connectedness is another critical part of leading through a crisis.

ANSWER: Trust RATIONALE: Cultivating trust and a sense of community and connectedness is another critical part of leading through a crisis.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 71 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 2-5 - Describe some key leader traits for handling a crisis.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-5 Leadership Traits during a Crisis KEYWORDS: Bloom‘s: Knowledge 51. Briefly describe the trait approach to leadership.

ANSWER: Traits are the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-confidence, and appearance. Research early in the twentieth century examined leaders who had achieved a level of greatness; this field of study became known as the Great Man approach. Fundamental to this theory was the idea that some people are born with traits that make them natural leaders. The Great Man approach sought to identify the traits leaders possessed that distinguished them from people who were not leaders. Generally, research found only a weak relationship between personal traits and leader success. Indeed, the diversity of traits that effective leaders possess indicates that leadership ability is not a genetic endowment.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 50

REFERENCES: p. 45-46 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Comprehension 52. Briefly explain the importance of knowing your strengths.

ANSWER: A strength arises from a natural talent that has been supported and reinforced with knowledge and skills. One notable thing about understanding your strengths is the philosophy ―concentrate on your strengths, not your weaknesses.‖ Although it is important to know your weak points, you excel in life by maximizing your strengths, not by fixing your weaknesses.

When you live and work from your strengths, you are more motivated, competent, and satisfied. Strengths are important because you can focus your life around them, and your energy, enthusiasm, and effectiveness can be the basis of your leadership. When people use their talents and strengths, they feel good and enjoy their work without extra effort; hence they are effective and make a positive contribution.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 53-54 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 2-2 - Identify your own traits that you can transform into strengths and being to various leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-2 Know Your Strengths KEYWORDS: Bloom‘s: Comprehension 53. Briefly describe the theories of a "high-high" leader.

ANSWER: Research into the behavior approach to leadership culminated in two predominate types of leadership behaviors—people-oriented and task-oriented. The findings about two underlying dimensions and the possibility of leaders rated high on both dimensions raise three questions to think about. The first question is whether these two dimensions are the most important behaviors of leadership. Certainly, these two behaviors are important. They capture fundamental, underlying aspects of human behavior that must be considered for organizations to succeed. One reason why these two dimensions are compelling is that the findings are based on empirical research, which means that researchers went into the field to study real leaders across a variety of settings. The second question is whether people orientation and task orientation exist together in the same leader, and how. The grid theory argues that yes, both are present when people work with or through others to accomplish an activity. The third question concerns whether people can transform themselves into leaders high on people- or task orientation. Although ―high-high‖ leadership is not the only effective style, researchers have looked to this kind of leader as a candidate for success in a wide variety of situations.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 51

REFERENCES: pp. 62 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Comprehension 54. Briefly describe the difference between the in-group and the out-group in the vertical dyad linkage model of individualized leadership.

ANSWER: Some leaders may spend a disproportionate amount of time with certain people; these ‗‗insiders‘‘are often highly trusted and may obtain special privileges. In the terminology of the VDL model, these people would be considered to participate in an in-group relationship with the leader, whereas other members of the group who did not experience a sense of trust and extra consideration would participate in an out-group relationship. In-group members, those who rated the leader highly had developed close relationships with the leader and often became assistants who played key roles in the functioning of the work unit. Out-group members were not key players in the work unit.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 66 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom‘s: Analysis 55. In terms of the stages of development of individualized leadership, briefly describe the leader-member exchange.

ANSWER: Stage two in the development of the individualized leadership theory explored the leadermember exchange (LMX) in more detail, discovering that the impact on outcomes depends on how the LMX process develops over time. Studies evaluating characteristics of the LMX relationship explored communication frequency, value agreement, characteristics of followers, job satisfaction, performance, job climate, and commitment. Leaders typically tend to establish in-group exchange relationships with individuals who have characteristics similar to those of the leader, such as similarity in background, interests, and values, and with those who demonstrate a high level of competence and interest in the job.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 67 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 52

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence 2-4 Individualized Leadership Bloom‘s: Analysis

56. Is the Great Man perspective on leadership still in use today?

ANSWER: People still wonder if leadership qualities are genetically endowed. In politics, for example, several members of the Kennedy family and several members of the Bush family have risen to high political offices.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 46 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Analysis 57. Discuss the aspects of being an ethical leader. Discuss the existence of trust in organizations today.

ANSWER: Leaders who model their ethical convictions through their daily actions command admiration, respect, and loyalty. Honesty and integrity are the foundation of trust between leaders and followers. Sadly, trust is sorely lacking in many organizations following years of corporate scandals and rampant greed. Leaders need the traits of honesty and integrity to rebuild trusting and productive relationships. People today are wary of authority and the deceptive use of power, and they are hungry for leaders who hold high moral standards. Successful leaders have also been found to be highly consistent, doing exactly what they say they will do when they say they will do it. Successful leaders prove themselves trustworthy. They adhere to basic ethical principles and consistently apply them in their leadership.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 49 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 2-1 - Outline some personal traits and characteristics that are associated with effective leaders.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-1 The Trait Approach KEYWORDS: Bloom‘s: Comprehension 58. Describe the differences between autocratic leaders and democratic leaders.

ANSWER: One study that served as a precursor to the behavior approach recognized autocratic and democratic leadership styles. An autocratic leader tends to centralize authority and derive power from position, control of rewards, and coercion. A democratic leader delegates authority to others, encourages participation, relies on subordinates‘ knowledge for completion of tasks, and depends on subordinate respect for influence.

Copyright Cengage Learning. Powered by Cognero.

Page 53

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 56 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom‘s: Analysis 59. Which of the following supervisors demonstrates autocratic behavior? a. Baxter gave a bonus to Marshall for outstanding sales for the quarter. b. Marcella asked her team to determine a reasonable deadline for the project. c. Bernice presented a problem to her team and asked for suggestions. d. Jason joined the group in discussing possible solutions to the client's problem.

ANSWER: a RATIONALE: An autocratic leader is one who tends to centralize authority and derive power from position, control of rewards, and coercion.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 56 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task-oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Reflective Thinking - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom's: Application 60. Which of the following supervisors demonstrates consideration? a. Jamal listened carefully when Jessica explained why the customer was unhappy. b. George instructed his team members to call at last three potential new clients every week. c. Samantha assigned part of the project to each team member. d. Bella reprimanded Lilly for her tardiness.

ANSWER: a RATIONALE: Consideration describes the extent to which a leader cares about subordinates, respects their ideas and feelings, and establishes mutual trust. Showing appreciation, listening carefully to problems, and seeking input from subordinates regarding important decisions are all examples of consideration behaviors.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 58 Copyright Cengage Learning. Powered by Cognero.

Page 54

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Reflective Thinking - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom's: Application 61. If Nancy uses employee-centered leadership, which action is she more likely to perform if a project is behind schedule? a. Support the team's efforts and settle any conflicts that might be a distraction. b. Assign more workers to the task c. Ask the current team members to work longer hours. d. Restructure the task so it is easier to complete on time.

ANSWER: a RATIONALE: First, employee-centered leaders display a focus on the human needs of their subordinates.

Leader support and interaction facilitation are the two underlying dimensions of employeecentered behavior. This means that in addition to demonstrating support for their subordinates, employee-centered leaders facilitate positive interaction among followers and seek to minimize conflict.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p.60 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-3 - Recognize autocratic versus democratic leadership behavior and the distinction between task oriented and people-oriented leader behavior.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Reflective Thinking - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-3 Behavior Approaches KEYWORDS: Bloom's: Application 62. Which action occurs during the first stage of the development of individualized leadership? a. In-groups and out-groups are created. b. Leaders create a positive exchange with every subordinate. c. Each dyad involves a unique exchange independent of other dyads. d. Leadership is individualized for each subordinate.

ANSWER: a RATIONALE: Exhibit 2.6 illustrates the development of research in this area. The first stage is the awareness of a relationship between a leader and each individual rather than between a leader and a group of followers.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 65 Copyright Cengage Learning. Powered by Cognero.

Page 55

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-4 - Explain how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Reflective Thinking - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-4 Individualized Leadership KEYWORDS: Bloom's: Analysis 63. Which of the following is a leadership trait during a crisis? a. Compassion b. Carelessness c. Resistance to change d. Untrustworthiness ANSWER: a RATIONALE: Another topic of special concern in today‘s world is what traits and behaviors are important for helping people remain physically, emotionally, and psychologically healthy as well as productive during times of crisis. Leaders can keep five points in mind during a crisis: (1) communicate, (2) project calm, (3) show compassion and concern, (4) reduce uncertainty, (5) build trust.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 70-71 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2-5 - Describe some key leader traits for handling a crisis.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Reflective Thinking - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 2-5 Entrepreneurial Traits and Behaviors KEYWORDS: Bloom's: Analysis

1. The contingency approaches explain the relationship between leadership styles and effectiveness in specific situations. a. True b. False ANSWER: True RATIONALE: The effectiveness of leader behavior is contingent upon organizational situations. Aptly called contingency approaches, these theories explain the relationship between leadership styles and effectiveness in specific situations.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 83-84 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-1 - DESCRIBE HOW LEADERSHIP IS OFTEN CONTINGENT ON PEOPLE AND Copyright Cengage Learning. Powered by Cognero.

Page 56

SITUATIONS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-1 The Contingency Approach KEYWORDS: Bloom‘s: Knowledge 2. The contingencies most important to leadership are the situation and followers. a. True b. False ANSWER: True RATIONALE: The contingencies most important to leadership are the situation and followers. Research implies that situational variables such as task, structure, context, and environment are important to leadership style.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 83-84 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-1 - DESCRIBE HOW LEADERSHIP IS OFTEN CONTINGENT ON PEOPLE AND SITUATIONS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-1 The Contingency Approach KEYWORDS: Bloom‘s: Evaluation 3. The situational theory of leadership focuses on the characteristics of leaders as the most important element of the situation. a. True b. False ANSWER: False RATIONALE: The situational theory of leadership focuses on the characteristics of followers as the most important element of the situation and consequently of determining effective leader behavior.

The point of Hersey and Blanchard‘s theory is that subordinates vary in readiness level.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 88 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Comprehension 4. According to the situational theory of leadership, the telling style reflects a low concern for both tasks and relationships.

Copyright Cengage Learning. Powered by Cognero.

Page 57

a. True b. False ANSWER: RATIONALE:

False According to the situational theory of leadership, the telling style reflects a high concern for tasks and a low concern for people and relationships. The leader provides detailed objectives and explicit instructions about how tasks should be accomplished.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 88 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Knowledge 5. In the context of Fiedler‘s contingency model of leadership, if a leader describes the least preferred coworker using positive concepts, they are considered relationship-oriented. a. True b. False ANSWER: True RATIONALE: In the context of Fiedler‘s contingency model of leadership, if a leader describes the least preferred coworker using positive concepts, they are considered relationship-oriented that is, a leader who cares about and is sensitive to others feelings.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Knowledge 6. According to Fiedler‘s contingency model of leadership, a task-oriented leader performs better in situations of moderate favorability because human relations skills are important in achieving high group performance. a. True b. False ANSWER: False RATIONALE: According to Fiedler‘s contingency model of leadership, the relationship-oriented leader performs better in situations of moderate favorability because human relations skills are important in achieving high group performance. In these situations, the leader may be Copyright Cengage Learning. Powered by Cognero.

Page 58

moderately well liked, have some power, and supervise jobs that contain some ambiguity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Analysis 7. According to the path-goal theory of leadership, path clarification means that the leader works with subordinates to help them identify and learn the behaviors that will lead to successful task accomplishment and organizational rewards. a. True b. False ANSWER: True RATIONALE: According to the path-goal theory of leadership, path clarification means that the leader works with subordinates to help them identify and learn the behaviors that will lead to successful task accomplishment and organizational rewards. A leader increases follower motivation by either (1) clarifying the follower‘s path to the rewards that are available or (2) increasing the rewards that the follower values and desires.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 96 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Comprehension 8. According to the path-goal theory of leadership, when an incorrect reward is given to a subordinate, directive leadership behavior is used to change this. a. True b. False ANSWER: False RATIONALE: When an incorrect reward is given to a subordinate, the participative leadership style is used to change this. By discussing the subordinate‘s needs, the leader is able to identify the correct reward for task accomplishment.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 96 QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

Page 59

HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Comprehension 9. The Vroom-Jago contingency model of leadership starts with the idea that a leader faces a problem that requires a solution. a. True b. False ANSWER: True RATIONALE: The Vroom-Jago contingency model starts with the idea that a leader faces a problem that requires a solution. Decisions to solve the problem might be made by a leader alone or through inclusion of a number of followers.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 101 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-5 - USE THE VROOM-JAGO MODEL TO IDENTIFY THE CORRECT AMOUNT OF FOLLOWER PARTICIPATION IN SPECIFC DECISIONS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-5 The Vroom-Jago Contingency Model KEYWORDS: Bloom‘s: Knowledge 10. The use of substitutes to fill leadership ―gaps‖ is often disadvantageous to organizations. a. True b. False ANSWER: False RATIONALE: The ability to use substitutes to fill leadership ―gaps‖ is often advantageous to organizations.

Indeed, the fundamental assumption of substitutes-for-leadership researchers is that effective leadership is the ability to recognize and provide the support and direction not already provided by task, group, and organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 108 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3-6 - EXPLAIN THE POWER OF SITUATIONAL VARIABLES TO SUBSTITUTE FOR OR NEUTRALIZE THE NEED FOR LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-6 Substitutes for Leadership KEYWORDS: Bloom‘s: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 60

11. Which of the following is stated by the contingency approach to leadership? a. A leadership style that works in one situation might not work in another situation. b. The contingencies seek to investigate traits that can improve performance in all situations. c. The contingencies most important to leadership are the leaders. d. There is only one best way of leadership.

ANSWER: a RATIONALE: A leadership style that works in one situation might not work in another situation. There is no one best way of leadership. Contingency means ―It depends.‖ POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 83-84 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-1 - DESCRIBE HOW LEADERSHIP IS OFTEN CONTINGENT ON PEOPLE AND SITUATIONS. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-1 The Contingency Approach KEYWORDS: Bloom‘s: Comprehension 12. According to the situational theory of leadership, a leader with a _____ provides both task instruction and personal support, explains decisions, and gives followers a chance to ask questions and gain clarity about work tasks. a. participating leadership style b. telling leadership style c. delegating leadership style d. selling leadership style ANSWER: d RATIONALE: According to the situational theory of leadership, the selling style is based on a high concern for both relationships and tasks. With this approach, the leader provides task instruction and personal support, explains decisions, and gives followers a chance to ask questions and gain clarity about work tasks.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 88 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Knowledge 13. According to the situational theory of leadership, a leader with a _____ provides little direction or support because complete responsibility for decisions and their implementation is turned over to followers. a. delegating leadership style b. selling leadership style Copyright Cengage Learning. Powered by Cognero.

Page 61

c. telling leadership style d. participating leadership style ANSWER: a RATIONALE: According to the situational theory of leadership, the delegating style reflects a low concern for both tasks and relationships. This leader provides little direction or support because complete responsibility for decisions and their implementation is turned over to followers.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 88 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Knowledge 14. According to the situational theory of leadership, a _____ can be effective when followers have the necessary education, skills, and experience but might be insecure in their abilities and need encouragement from the leader. a. telling leadership style b. selling leadership style c. participating leadership style d. delegating leadership style ANSWER: c RATIONALE: According to the situational theory of leadership, a participating style can be effective when followers have the necessary education, skills, and experience but might be insecure in their abilities and need encouragement from the leader. The leader can guide followers' development and act as a resource for advice and assistance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 88 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Knowledge 15. According to the situational theory of leadership, a leader with a _____ provides detailed objectives and explicit instructions about how tasks should be accomplished. a. participating style b. selling style c. telling style d. delegating style Copyright Cengage Learning. Powered by Cognero.

Page 62

ANSWER: RATIONALE:

c The telling style is a very directive approach that reflects a high concern for tasks and a low concern for people and relationships, as shown in Exhibit 3.3. The leader provides detailed objectives and explicit instructions about how tasks should be accomplished.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 88 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Knowledge 16. According to Fiedler‘s contingency model of leadership, if a leader uses negative concepts to describe the least preferred coworker, they are considered a _____. a. task-oriented leader b. "high-high" leader c. people-oriented leader d. democratic leader ANSWER: a RATIONALE: According to Fiedler's contingency model of leadership, if a leader uses negative concepts to describe the least preferred coworker, they are considered task-oriented; that is, a leader who sees other people in negative terms and places greater value on task activities than on people.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Comprehension 17. In the context of Fiedler‘s contingency model of leadership, to which of the following does leader-member relations refer? a. It refers to the extent to which tasks given by the leaders are defined and involve specific procedures. b. It refers to the group atmosphere and members' attitudes toward and acceptance of the leader. c. It refers to the extent to which the leader has formal authority over subordinates. d. It refers to the ability to plan and direct the work of subordinates, evaluate it, and reward or punish them.

ANSWER: b RATIONALE: According to Fiedler‘s contingency model of leadership, leader-member relations refers to Copyright Cengage Learning. Powered by Cognero.

Page 63

group atmosphere and members' attitudes toward and acceptance of the leader. When subordinates trust, respect, and have confidence in the leader, leader–member relations are considered good.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Knowledge 18. According to Fiedler‘s contingency model of leadership, which of the following indicates a high degree of task structure? a. Ill-defined tasks b. Routine tasks c. Creative tasks d. Research tasks ANSWER: b RATIONALE: According to Fiedler‘s contingency model of leadership, routine, well-defined tasks, such as those of assembly-line workers, have a high degree of task structure. Task structure refers to the extent to which tasks performed by the group are defined, involve specific procedures, and have clear, explicit goals.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Analysis 19. According to Fiedler‘s contingency model of leadership, position power is low when the leader has: a. the power to plan and direct the work of subordinates. b. the power to reward or punish the work of subordinates. c. the authority to create tasks. d. little authority over subordinates and cannot evaluate their work.

ANSWER: d RATIONALE: According to Fiedler‘s contingency model of leadership, position power is the extent to Copyright Cengage Learning. Powered by Cognero.

Page 64

which the leader has formal authority over subordinates. Position power is low when the leader has little authority over subordinates and cannot evaluate their work or reward them.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Analysis 20. Which statement is true of Fiedler's contingency theory of leadership? a. Task-oriented leaders do not excel in a favorable situation because a great deal of structure and task direction is needed. b. Task structure needs to be defined if a situation is highly favorable to a leader. c. Relationship-oriented leaders are more effective in situations of moderate favorability. d. Relationship-oriented leaders excel in unfavorable situations because everyone gets along and the tasks are clear.

ANSWER: c RATIONALE: According to Fiedler‘s contingency theory of leadership, relationship-oriented leaders are more effective in situations of moderate favorability. The relationship-oriented leader performs better in situations of moderate favorability because human relations skills are important in achieving high group performance.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Analysis 21. According to Fiedler's contingency theory of leadership, which statement is true of task-oriented leaders? a. They are more effective in a situations where they have little authority over subordinates and cannot evaluate their work or reward them. b. They are more effective in situations of moderate favorability. c. They are more effective in favorable situations because the task is not clear to everybody. d. They are more effective when a situation is highly unfavorable because a great deal of structure and task direction is needed.

Copyright Cengage Learning. Powered by Cognero.

Page 65

ANSWER: RATIONALE:

d According to Fiedler‘s contingency theory of leadership, task-oriented leaders are more effective when the situation is either highly favorable or highly unfavorable. The taskoriented leader excels in favorable situations because everyone gets along, the task is clear, and the leader has power; all that is needed is for someone to take charge and provide direction. Similarly, if the situation is highly unfavorable to the leader, a great deal of structure and task direction are needed.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Analysis 22. According to Fiedler‘s contingency theory of leadership, in situations of moderate favorability, a relationship-oriented leader: a. supervises jobs that are clearly defined. b. defines task structure and establishes authority over subordinates. c. may be moderately well liked and have some power. d. may maintain poor leader-member relations.

ANSWER: c RATIONALE: According to Fiedler‘s contingency theory of leadership, the relationship-oriented leader performs better in situations of moderate favorability because human relations skills are important in achieving high group performance. In these situations, the leader may be moderately well liked, have some power, and supervise jobs that contain some ambiguity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Analysis 23. Which of the following precepts should leaders know in order to use Fiedler's contingency theory of leadership? a. They should conclude that they are task-oriented leaders if they are moderately well liked, have some power, and supervise jobs that contain some ambiguity. b. They should identify themselves as relationship-oriented leaders if they define the task structure and Copyright Cengage Learning. Powered by Cognero.

Page 66

can establish authority over subordinates. c. They should assume that they are more effective as task-oriented leaders if they perform better in situations of intermediate favorability. d. They should diagnose the situation and determine whether leader–member relations, task structure, and position power are favorable or unfavorable.

ANSWER: d RATIONALE: A leader needs to know two precepts in order to use Fiedler's contingency theory of leadership. First, the leader should know whether they have a relationship- or task-oriented style. Second, the leader should diagnose the situation and determine whether leader-member relations, task structure, and position power are favorable or unfavorable.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Knowledge 24. An important contribution of Fiedler's research on the contingency model of leadership is that it: a. uses weights that are determined in an arbitrary manner in order to determine situation favorability . b. goes beyond the notion of leadership styles to try to show how styles fit a situation. c. recommends medium least preferred coworker leaders as they are more effective in many situations. d. is clear about how the model will work over time.

ANSWER: b RATIONALE: An important contribution of Fiedler's research on the contingency model of leadership is that it goes beyond the notion of leadership styles to try to show how styles fit a situation. Its major impact may have been to stir other researchers to consider situational factors more seriously.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Evaluation 25. Which statement is a criticism of Fiedler's contingency theory?

Copyright Cengage Learning. Powered by Cognero.

Page 67

a. The use of the least preferred coworker score as a measure of relationship- or task-oriented behavior is complicated. b. The empirical support for the model is weak because it is based on correlational results that fail to achieve statistical significance in the majority of cases. c. It does not go beyond the notion of leadership styles to try to show how styles fit a situation. d. It fails to consider high leastpreferred coworker score leaders, whom some studies indicate are more effective than medium least-preferred coworker score leaders in all situations.

ANSWER: b RATIONALE: Fiedler's model has been criticized. Some observers argue that the empirical support for the model is weak because it is based on correlational results that fail to achieve statistical significance in the majority of cases. Using the least-preferred coworker score as a measure of relationship- or task-oriented behavior seems simplistic to some researchers.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Evaluation 26. According to the least-preferred coworker (LPC) scale of Fiedler‘s model of leadership styles, if the leader describes the least preferred coworker using positive concepts, the leader: a. is relationship-oriented. b. is task-oriented c. places greater value on tasks. d. is an extrovert.

ANSWER: a RATIONALE: According to the LPC scale of Fiedler‘s model of leadership styles, if the leader describes the least-preferred coworker using positive concepts, they are considered relationship-oriented; that is, a leader who cares about and is sensitive to other people's feelings.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 68

27. Which of the following is a difference between Fiedler‘s contingency theory of leadership and the path-goal theory of leadership? a. The Fiedler theory discusses leader style, followers and situation, and the rewards to meet followers' needs, where as the path-goal theory discusses leadership style and group task performance. b. The Fiedler theory made the assumption that new leaders could take over as situations change, whereas in the path-goal theory, leaders change their behaviors to match the situation. c. The Fiedler theory enables leaders to diagnose both leadership style and organizational situation, whereas the path-goal theory focuses on the characteristics of followers as the most important element of the situation. d. The Fiedler theory states that a leader can adopt the four leader styles of directing, coaching, supporting, and entrusting, whereas the path-goal theory measures leadership style with the least-preferred coworker scale.

ANSWER: b RATIONALE: The Fiedler theory made the assumption that new leaders could take over as situations change, whereas in the path-goal theory, leaders change their behaviors to match the situation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 92 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Analysis 28. According to the path-goal theory of leadership, _____ involves planning, making schedules, setting performance goals and behavior standards, and stressing adherence to rules and regulations. a. achievement-oriented leadership b. participative leadership c. directive leadership d. supportive leadership ANSWER: c RATIONALE: According to the path-goal theory of leadership, directive leadership includes planning, making schedules, setting performance goals and behavior standards, and stressing adherence to rules and regulations. Directive leadership tells subordinates exactly what they are supposed to do.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 96 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Analysis Copyright Cengage Learning. Powered by Cognero.

Page 69

29. According to the path-goal theory of leadership, which leadership style involves consulting with subordinates about decisions? a. Directive leadership b. Supportive leadership c. Achievement-oriented leadership d. Participative leadership ANSWER: d RATIONALE: According to the path-goal theory of leadership, participative leadership consults with subordinates about decisions. Leader behavior includes asking for opinions and suggestions, encouraging participation in decision-making, and meeting with subordinates in their workplaces.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 96 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Knowledge 30. According to the path-goal theory of leadership, which leadership style stresses high-quality performance and improvement over current performance? a. Participative leadership b. Directive leadership c. Achievement-oriented leadership d. Supportive leadership ANSWER: c RATIONALE: According to the path-goal theory of leadership, achievement-oriented leadership sets clear and challenging goals for subordinates. Leader behavior stresses high-quality performance and improvement over current performance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 96 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Knowledge 31. In the context of the path-goal theory of leadership, which statement is true of supportive leadership? a. It involves setting clear and challenging goals for subordinates. b. It involves consulting with subordinates about decisions. c. It involves telling subordinates exactly what they are supposed to do.

Copyright Cengage Learning. Powered by Cognero.

Page 70

d. It involves showing concern for subordinates' well-being and personal needs.

ANSWER: d RATIONALE: According to the path-goal theory of leadership, supportive leadership shows concern for subordinates' well--being and personal needs. Leadership behavior is open, friendly, and approachable, and the leader creates a team climate and treats subordinates as equals.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 96 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Analysis 32. According to the path-goal theory of leadership, the personal characteristics of followers, which constitute a situational contingency, includes factors such as: a. the degree of task structure. b. the workgroup. c. motivation. d. formality.

ANSWER: c RATIONALE: The two important situational contingencies in the path-goal theory of leadership are (1) the personal characteristics of group members and (2) the work environment. Personal characteristics of followers are similar to Hersey and Blanchard's readiness level and include such factors as ability, skills, needs, and motivations.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 96 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Analysis 33. According to the path-goal theory of leadership, when a subordinate is unchallenged by a task, _____ is used to set higher goals. a. supportive leadership behavior b. empowering leadership behavior c. directive leadership behavior d. achievement-oriented leadership behavior ANSWER: d RATIONALE: According to the path-goal theory of leadership, when a subordinate is unchallenged by a task, an achievement-oriented leadership behavior is used to set higher goals. This clarifies Copyright Cengage Learning. Powered by Cognero.

Page 71

the path to rewards for the employee.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 96 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Knowledge 34. According to the path-goal theory of leadership, which situational contingency consists of the educational level of subordinates and the quality of relationships among them? a. Human relations skills b. Task structures c. Formal authority systems d. Workgroup characteristics ANSWER: d RATIONALE: According to the path-goal theory of leadership, the work environment contingencies include the degree of task structure, the nature of the formal authority system, and the workgroup itself. Workgroup characteristics consist of the educational level of subordinates and the quality of relationships among them.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 96 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Analysis 35. Which statement is true of the Vroom-Jago contingency model of leadership? a. It made the assumption that new leaders could take over as situations change. b. It states that the leader‘s responsibility is to increase subordinates‘ motivation to attain personal and organizational goals. c. It discusses the extent to which the leader‘s style is relationship- or task-oriented. d. It tells the leader precisely the correct amount of participation by subordinates to use in making a particular decision.

ANSWER: d RATIONALE: The Vroom-Jago model of leadership is very applied, which means that it tells the leader precisely the correct amount of participation by subordinates to use in making a particular decision.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 72

REFERENCES: p. 101 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-5 - USE THE VROOM-JAGO MODEL TO IDENTIFY THE CORRECT AMOUNT OF FOLLOWER PARTICIPATION IN SPECIFC DECISIONS. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-5 The Vroom-Jago Contingency Model KEYWORDS: Bloom‘s: Comprehension 36. According to the Vroom-Jago contingency model of leadership, which of the following activities refers to delegation in decision making? a. A leader permits the group to make a decision within prescribed limits. b. A leader presents a problem to the group in a meeting. c. A leader makes a decision alone and announces it to the group. d. A leader presents a problem to the group members, gets their suggestions, and then makes the decision.

ANSWER: a RATIONALE: The Vroom-Jago contingency model employs five levels of subordinate participation in decision-making, ranging from highly autocratic (leader decides alone) to highly democratic (leader delegates to group). Delegation involves delegating the problem and permitting the group to make the decision within prescribed limits.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 101 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-5 - USE THE VROOM-JAGO MODEL TO IDENTIFY THE CORRECT AMOUNT OF FOLLOWER PARTICIPATION IN SPECIFC DECISIONS. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-5 The Vroom-Jago Contingency Model KEYWORDS: Bloom‘s: Analysis 37. According to the Vroom-Jago contingency model of leadership, if subordinates have a high level of expertise in relation to a problem, _____. a. the leader should not allow the group to make the decision alone b. the leader has to be actively involved in decision-making c. more responsibility for the decision can be delegated to them d. subordinates will have low commitment to the decision ANSWER: c RATIONALE: According to the Vroom–Jago contingency model of leadership, a leader should determine the level of group members' knowledge and expertise in relation to the problem. If subordinates have a high level of expertise in relation to the problem, more responsibility for the decision can be delegated to them.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 101 Copyright Cengage Learning. Powered by Cognero.

Page 73

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-5 - USE THE VROOM-JAGO MODEL TO IDENTIFY THE CORRECT AMOUNT OF FOLLOWER PARTICIPATION IN SPECIFC DECISIONS. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-5 The Vroom-Jago Contingency Model KEYWORDS: Bloom‘s: Comprehension 38. In the context of using substitutes for leadership, which of the following factors tends to substitute for leader task orientation? a. Love-based motivation b. Socialization c. Formalized rules d. Creative and ill-defined tasks ANSWER: c RATIONALE: Formalized rules and procedures substitute for leader task orientation because the rules tell people what to do.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 109 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-6 - EXPLAIN THE POWER OF SITUATIONAL VARIABLES TO SUBSTITUTE FOR OR NEUTRALIZE THE NEED FOR LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-6 Substitutes for Leadership KEYWORDS: Bloom‘s: Knowledge 39. The fundamental assumption of substitutes-for-leadership researchers is that: a. when a task is highly satisfying and enjoyable, the leader should show acceptance and compassion as it is not provided by the task. b. effective leadership is the ability to recognize and provide the support not already provided by task, group, and organization. c. substitutes for leadership cannot be designed into organizations in ways to complement existing leadership. d. when a task is highly structured and routine, the leader should provide clarification of task objectives and responsibilities as it is not provided by the task.

ANSWER: b RATIONALE: When subordinates are highly professional, task- and people-oriented leadership styles are less important. The employees do not need either direction or support. The fundamental assumption of substitutes-for-leadership researchers is that effective leadership is the ability to recognize and provide the support and direction not already provided by task, group, and organization.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: pp. 108 Copyright Cengage Learning. Powered by Cognero.

Page 74

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-6 - EXPLAIN THE POWER OF SITUATIONAL VARIABLES TO SUBSTITUTE FOR OR NEUTRALIZE THE NEED FOR LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-6 Substitutes for Leadership KEYWORDS: Bloom‘s: Analysis 40. _____ refers to a theory meaning one thing depends on other things.

ANSWER: Contingency RATIONALE: Contingency means that one thing depends on other things. For a leader to be effective, there must be an appropriate fit between the leader‘s behavior and style and the conditions in the situation.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 83-84 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-1 - DESCRIBE HOW LEADERSHIP IS OFTEN CONTINGENT ON PEOPLE AND SITUATIONS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-1 The Contingency Approach KEYWORDS: Bloom‘s: Knowledge 41. The _____ to leadership seek to delineate the characteristics of situations and followers and examine the leadership styles that can be used most effectively.

ANSWER: contingency approaches RATIONALE: The contingency approaches seek to delineate the characteristics of situations and followers and examine the leadership styles that can be used effectively. Assuming that a leader can properly diagnose a situation and muster the flexibility to behave according to the appropriate style, successful outcomes are highly likely.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 83-84 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-1 - DESCRIBE HOW LEADERSHIP IS OFTEN CONTINGENT ON PEOPLE AND SITUATIONS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-1 The Contingency Approach KEYWORDS: Bloom‘s: Knowledge 42. According to the situational theory of leadership, a leader following the _____ encourages participation, consults with followers, and facilitates decision-making.

Copyright Cengage Learning. Powered by Cognero.

Page 75

ANSWER: RATIONALE:

participating style According to the situational theory of leadership, the participating style is characterized by high relationship and low task behavior. The leader encourages participation, consults with followers, and facilitates decision-making.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 88 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Analysis 43. The point of Hersey and Blanchard's situational theory of leadership is that subordinates vary in _____.

ANSWER: readiness level RATIONALE: The situational theory of leadership developed by Hersey and Blanchard focuses on the characteristics of followers as the most important element of the situation and consequently of determining effective leader behavior. The point of Hersey and Blanchard's theory is that subordinates vary in readiness level.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 88 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Comprehension 44. _____ was designed to enable leaders to diagnose both leadership style and organizational situation.

ANSWER: Fiedler's contingency model RATIONALE: Fiedler's contingency model of leadership was designed to enable leaders to diagnose both leadership styles and organizational situations.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 92 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

Page 76

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Leadership Principle - DISC: Leadership Principles 3-3 Fiedler‘s Contingency Model Bloom‘s: Analysis

45. According to Fiedler‘s contingency model of leadership, _____ is the extent to which the leader has formal authority over subordinates.

ANSWER: position power RATIONALE: According to Fiedler‘s contingency model of leadership, position power is the extent to which the leader has formal authority over subordinates. Position power is high when the leader has the power to plan and direct the work of subordinates, evaluate it, and reward or punish them.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 93 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Knowledge 46. According to the _____ of leadership, the leader's responsibility is to increase subordinates' motivation to attain personal and organizational goals.

ANSWER: Path-goal theory RATIONALE: According to the path-goal theory of leadership, the leader's responsibility is to increase subordinates' motivation to attain personal and organizational goals. The leader increases follower motivation by either clarifying the follower‘s path to the rewards that are available or increasing the rewards that the follower values and desires.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 96 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Knowledge 47. The Vroom-Jago model of leadership focuses specifically on varying degrees of _____ leadership.

ANSWER: participative RATIONALE: The Vroom-Jago contingency model of leadership focuses specifically on varying degrees of participative leadership and how each level of participation influences the quality and accountability of decisions.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 77

DIFFICULTY: Easy REFERENCES: p. 101 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-5 - USE THE VROOM-JAGO MODEL TO IDENTIFY THE CORRECT AMOUNT OF FOLLOWER PARTICIPATION IN SPECIFC DECISIONS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-5 The Vroom-Jago Contingency Model KEYWORDS: Bloom‘s: Analysis 48. A(n) _____ for leadership, which is a situational variable, makes the leadership style unnecessary or redundant.

ANSWER: substitute RATIONALE: A substitute for leadership, which is a situational variable, makes the leadership style unnecessary or redundant. Highly educated, professional subordinates who know how to do their tasks do not need a leader who initiates structure for them and tells them what to do.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 108 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-6 - EXPLAIN THE POWER OF SITUATIONAL VARIABLES TO SUBSTITUTE FOR OR NEUTRALIZE THE NEED FOR LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-6 Substitutes for Leadership KEYWORDS: Bloom‘s: Knowledge 49. A(n) _____, which is a situational characteristic, counteracts the leadership style and prevents the leader from displaying certain behaviors.

ANSWER: neutralizer RATIONALE: A neutralizer, which is a situational characteristic, counteracts the leadership style and prevents the leader from displaying certain behaviors. If a leader is physically removed from subordinates, the leader‘s ability to give directions to subordinates is greatly reduced.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 108 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 3-6 - EXPLAIN THE POWER OF SITUATIONAL VARIABLES TO SUBSTITUTE FOR OR NEUTRALIZE THE NEED FOR LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-6 Substitutes for Leadership KEYWORDS: Bloom‘s: Knowledge 50. Explain the four leadership styles based on the situational theory of leadership developed by Hersey and Blanchard.

Copyright Cengage Learning. Powered by Cognero.

Page 78

ANSWER:

The four styles are telling, selling, participating, and delegating. The telling style is a very directive approach that reflects a high concern for tasks and a low concern for people and relationships, as shown in Exhibit 3.3. The leader provides detailed objectives and explicit instructions about how tasks should be accomplished. The selling style is based on a high concern for both relationships and tasks. With this approach, the leader provides task instruction and personal support, explains decisions, and gives followers a chance to ask questions and gain clarity about work tasks. The participating style is characterized by high relationship and low task behavior. The leader encourages participation, consults with followers, and facilitates decision-making. The fourth style, the delegating style, reflects a low concern for both tasks and relationships. This leader provides little direction or support because complete responsibility for decisions and their implementation is turned over to followers.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 89 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Analysis 51. Briefly describe Fiedler's contingency model of leadership.

ANSWER: The cornerstone of Fiedler's theory of leadership is the extent to which the leader's style is relationship-oriented or task-oriented. A relationship-oriented leader is concerned with people. A task-oriented leader is primarily motivated by task accomplishment. Fiedler's model presents the leadership situation in terms of three key elements that can be either favorable or unfavorable to a leader: the quality of leader-member relations, task structure, and position power. Leader-member relations refers to group atmosphere and members' attitudes toward and acceptance of the leader. Task structure refers to the extent to which tasks performed by the group are defined, involve specific procedures, and have clear, explicit goals. Position power is the extent to which the leader has formal authority over subordinates.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 86 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Comprehension 52. According to the path-goal theory of leadership, how does a leader tailor rewards to a situation?

Copyright Cengage Learning. Powered by Cognero.

Page 79

ANSWER:

According to the path-goal theory, the leader's responsibility is to increase subordinates' motivation to attain personal and organizational goals. The two important situational contingencies in the path-goal theory are (a) the personal characteristics of group members and (b) the work environment. The leader's responsibility is to clarify the path to rewards for followers or to increase the amount or type of rewards to enhance satisfaction and job performance. There are four examples of how leadership behavior is tailored to the situation.

In the first situation, the subordinate lacks confidence; thus, the supportive leadership style provides social support to encourage the subordinate to undertake the behavior needed to do the work and receive the rewards. In the second situation, the job is ambiguous and the employee is not performing effectively. Directive leadership behavior is used to give instructions and clarify the task so that the follower will know how to accomplish it and receive rewards. In the third situation, the subordinate is unchallenged by the task; thus, an achievement-oriented behavior is used to set higher goals. This clarifies the path to rewards for the employee. In the fourth situation, an incorrect reward is given to a subordinate, and the participative leadership style is used to change this. By discussing the subordinate's needs, the leader is able to identify the correct reward for task accomplishment.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 96 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Comprehension 53. Describe the Vroom-Jago contingency model of leadership.

ANSWER: The Vroom-Jago contingency model focuses on varying degrees of participative leadership and how each level of participation influences the quality and accountability of decisions.

This model starts with the idea that a leader faces a problem that requires a solution.

Decisions to solve the problem might be made by a leader alone or through inclusion of a number of followers. The model employs five levels of subordinate participation in decisionmaking, ranging from highly autocratic (leader decides alone) to highly democratic (leader delegates to group). There are five decision styles, starting with the leader making the decision alone (Decide); presenting the problem to subordinates individually for their suggestions and then making the decision (Consult Individually); presenting the problem to subordinates as a group, collectively obtaining their ideas and suggestions, then making the decision (Consult Group); sharing the problem with subordinates as a group and acting as a facilitator to help the group arrive at a decision (Facilitate); or delegating the problem and permitting the group to make the decision within prescribed limits (Delegate). The five styles fall along a continuum, and the leader should select one depending on the situation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 85 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 3-5 - USE THE VROOM-JAGO MODEL TO IDENTIFY THE CORRECT AMOUNT OF FOLLOWER PARTICIPATION IN SPECIFC DECISIONS. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 80

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Leadership Principle - DISC: Leadership Principles 3-5 The Vroom-Jago Contingency Model Bloom's: Comprehension

54. Explain the aspect of substitutes and neutralizers for leadership.

ANSWER: Situational variables can be so powerful that they actually substitute for or neutralize the need for leadership. This approach outlines those organizational settings in which task-oriented and people-oriented leadership styles are unimportant or unnecessary. A substitute for leadership makes the leadership style unnecessary or redundant. Unlike a substitute, a neutralizer counteracts the leadership style and prevents the leader from displaying certain behaviors. When subordinates are highly professional, both leadership styles are less important. The employees do not need either direction or support. With respect to task characteristics, highly structured tasks substitute for a task-oriented style, and a satisfying task substitutes for a people-oriented style. When a task is highly structured and routine, like auditing cash, the leader should provide personal consideration and support that is not provided by the task. Satisfied people don‘t need as much consideration. Likewise, with respect to the organization itself, group cohesiveness substitutes for both leader styles.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 108 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 3-6 - EXPLAIN THE POWER OF SITUATIONAL VARIABLES TO SUBSTITUTE FOR OR NEUTRALIZE THE NEED FOR LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-6 Substitutes for Leadership KEYWORDS: Bloom‘s: Comprehension 55. A leadership style that works in one situation might not work in another situation. There is no one best way of leadership. Discuss.

ANSWER: Contingency means that one thing depends on other things. For a leader to be effective there must be an appropriate fit between the leader's behavior and style and the conditions in the situation. A leadership style that works in one situation might not work in another situation.

There is no one best way of leadership.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 84 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 3-1 - DESCRIBE HOW LEADERSHIP IS OFTEN CONTINGENT ON PEOPLE AND SITUATIONS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-1 The Contingency Approach KEYWORDS: Bloom‘s: Comprehension 56. New research has continued to improve Fiedler's model of leadership, and it is still considered an important contribution to leadership studies. However, its major impact may have been to stir other researchers to consider Copyright Cengage Learning. Powered by Cognero.

Page 81

situational factors more seriously. Discuss.

ANSWER: Answers will vary. Students should consider the additional research that Fiedler's model inspired. Situational factors are considered to be more important in newer theories.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: pp. 86 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 3-3 - APPLY FIEDLER‘S CONTINGENCY MODEL TO KEY RELATIONSHIPS AMONG LEADER STYLE, SITUATIONAL FAVORABILITY, AND GROUP TASK PERFORMANCE. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-3 Fiedler‘s Contingency Model KEYWORDS: Bloom‘s: Evaluation 57. Some situations don't require leadership. Discuss.

ANSWER: Answers will vary. Students should explain that situational variables can be so powerful that they actually substitute for or neutralize the need for leadership. For example, highly educated, professional subordinates who know how to do their tasks do not need a leader who initiates structure for them and tells them what to do. In addition, long-term education often develops autonomous, self-motivated individuals. Thus, task-oriented and people-oriented leadership is substituted by professional education and socialization. Exhibit 3.10 shows the situational variables that tend to substitute for or neutralize leadership characteristics.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 108 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 3-6 - EXPLAIN THE POWER OF SITUATIONAL VARIABLES TO SUBSTITUTE FOR OR NEUTRALIZE THE NEED FOR LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-6 Substitutes for Leadership KEYWORDS: Bloom‘s: Comprehension 58. contingency approach to leadership states which of the following? a. A leadership style that works in one situation might not work in another situation. b. The contingencies seek to investigate traits that can improve performance in all situations. c. The contingencies most important to leadership are the leaders. d. There is only one best way of leadership.

ANSWER: a RATIONALE: A leadership style that works in one situation might not work in another situation. There is no one best way of leadership. Contingency means "It depends."

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 67 Copyright Cengage Learning. Powered by Cognero.

Page 82

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-1 - DESCRIBE HOW LEADERSHIP IS OFTEN CONTINGENT ON PEOPLE AND SITUATIONS. NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-1 The Contingency Approach KEYWORDS: Bloom‘s: Comprehension 59. Which behavior is a meta-category that can be applied to leadership in a variety of situations and time periods? a. Situational behavior b. Reward behavior c. Relationship behavior d. Contingency behavior ANSWER: c RATIONALE: Two basic leadership behaviors that can be adjusted to address various contingencies are task behavior and relationship behavior. Research has identified these two meta-categories, or broadly defined behavior categories, as applicable to leadership in a variety of situations and time periods.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 86 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-1 - DESCRIBE HOW LEADERSHIP IS OFTEN CONTINGENT ON PEOPLE AND SITUATIONS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-1 The Contingency Approach KEYWORDS: Bloom‘s: Analysis 60. Zac has been promoted to team leader. His team consists of high school students who have never had jobs before. The procedures the workers need to follow are long and complicated. Based on Hersey and Blanchard's situational theory, which leadership style should he use? a. Delegating leadership style b. Selling leadership style c. Telling leadership style d. Participating leadership style ANSWER: c RATIONALE: When one or more followers exhibit very low levels of readiness, the leader has to use a telling style, telling followers exactly what to do, directing them in how to do it, and specifying timelines.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 88 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 83

LEARNING OBJECTIVES: 3-2 - APPLY HERSEY AND BLANCHARD‘S SITUATIONAL THEORY OF LEADER STYLE TO THE LEVEL OF FOLLOWER READINESS. NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 3-2 Hersey and Blanchard‘s Situational Theory KEYWORDS: Bloom‘s: Application 61. Jody manages the sales team for a sports equipment manufacturer. Sales have been slipping downward at an alarming rate. She called a department meeting and set sales goals that the team will need to meet. She doesn't care how they meet their goals; she just wants them to do it. Based on the path-goal theory, which leadership style is she using? a. Directive leadership b. Supportive leadership c. Achievement-oriented leadership d. Participative leadership ANSWER: c RATIONALE: According to the path-goal theory of leadership, achievement-oriented leadership sets clear and challenging goals for subordinates. Leader behavior stresses high-quality performance and improvement over current performance. This is not directive leadership, due to the fact that Jody does not care how the goals are achieved. Directive leadership stresses adherence to rules and regulations.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 78 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-4 - EXPLAIN THE PATH-GOAL THEORY OF LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-4 Path-Goal Theory KEYWORDS: Bloom‘s: Application 62. Linc's software development team has run into a problem. The tools that they are using are old and missing functions that would speed up the development process. Linc can think of only one solution—buying new tools. Because the new development tools are so expensive, Linc calls a meeting and asks everyone to suggest solutions that the company can afford. Linc will do what the group decides is the best solution. According to the Vroom-Jago contingency model of leadership, which leadership style is Linc using? a. Consult group b. Delegate c. Decide d. Facilitate ANSWER: d RATIONALE: The model employs five levels of subordinate participation in decision-making, ranging from highly autocratic (leader decides alone) to highly democratic (leader delegates to group). The exhibit shows five decision styles, starting with the leader making the decision alone (Decide); presenting the problem to subordinates individually for their suggestions and then making the decision (Consult Individually); presenting the problem to subordinates as a group, collectively obtaining their ideas and suggestions, then making the decision (Consult Group); sharing the problem with subordinates as a group and acting as a facilitator to help the group arrive at a decision (Facilitate); or delegating the problem and permitting the group Copyright Cengage Learning. Powered by Cognero.

Page 84

to make the decision within prescribed limits (Delegate). The five styles fall along a continuum, and the leader should select one depending on the situation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 88 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-5 - USE THE VROOM-JAGO MODEL TO IDENTIFY THE CORRECT AMOUNT OF FOLLOWER PARTICIPATION IN SPECIFC DECISIONS. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-5 The Vroom-Jago Contingency Model KEYWORDS: Bloom‘s: Application 63. Jonni is a certified accountant who works from home without any personal contact from the organization that employs her. Which of the following characteristics of followers substitutes for people-oriented leadership in Jonni's situation? a. Highly structured task b. Group cohesiveness c. Professionalism d. Automatic feedback ANSWER: c RATIONALE: When subordinates are highly professional, task- and people-oriented leadership styles are less important. Such employees need neither direction nor support.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 109 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3-6 - EXPLAIN THE POWER OF SITUATIONAL VARIABLES TO SUBSTITUTE FOR OR NEUTRALIZE THE NEED FOR LEADERSHIP. NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 3-6 Substitutes for Leadership KEYWORDS: Bloom‘s: Application

1. Leaders‘ ability to understand their own personalities and attitudes, as well as their ability to understand individual differences among employees, can profoundly affect leadership effectiveness. a. True b. False ANSWER: True RATIONALE: Leaders‘ ability to understand their own personalities and attitudes, as well as their ability to understand individual differences among employees, can profoundly affect leadership effectiveness.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 123 Copyright Cengage Learning. Powered by Cognero.

Page 85

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-1 - Describe the importance of self-awareness and how to recognize your blind spots.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-1 The Secret Ingredient for Leadership Success KEYWORDS: Bloom‘s: Comprehension 2. A person low on extroversion may come across as quiet, withdrawn, and socially unassertive. a. True b. False ANSWER: True RATIONALE: Extroversion refers to the degree to which a person is outgoing, sociable, talkative, and comfortable meeting and talking to new people. Someone low on extroversion may come across as quiet, withdrawn, and socially unassertive.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 127 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Knowledge 3. A conscientious person tends to be easily distracted and impulsive. a. True b. False ANSWER: False RATIONALE: A conscientious person is focused on a few goals, which they pursue in a purposeful way, whereas a less conscientious person tends to be easily distracted and impulsive.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 128 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Comprehension 4. People value things, people, or ideas as good or bad, pleasant or unpleasant, ethical or unethical, and so forth, whether they recognize it or not.

Copyright Cengage Learning. Powered by Cognero.

Page 86

a. True b. False ANSWER: RATIONALE:

False Values cause a person to prefer that things be done one way rather than another way. People are constantly valuing things, people, or ideas as good or bad, pleasant or unpleasant, ethical or unethical, and so forth, whether they recognize it or not.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 136 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Comprehension 5. A person's values are fairly well established by early adulthood, but can change throughout life. a. True b. False ANSWER: True RATIONALE: People's values are generally fairly well established by early adulthood, but a person's values can also change throughout life. Values cause a person to prefer that things be done one way rather than another way.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 135 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Comprehension 6. Theory X reflects the assumption that people are basically lazy and not motivated to work and that they have a natural tendency to avoid responsibility. a. True b. False ANSWER: True RATIONALE: In general, Theory X reflects the assumption that people are basically lazy and not motivated to work and that they have a natural tendency to avoid responsibility.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 139 Copyright Cengage Learning. Powered by Cognero.

Page 87

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Knowledge 7. The halo effect occurs when perceivers view a characteristic as favorable or unfavorable. a. True b. False ANSWER: True RATIONALE: The halo effect occurs when the perceiver develops an overall impression of a person or situation based on one characteristic, either favorable or unfavorable. In other words, a halo blinds the perceiver to other characteristics that should be used in generating a complete assessment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 142 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Knowledge 8. Grit is an individual‘s passion and persistence for achieving a long-term goal. a. True b. False ANSWER: True RATIONALE: Grit is an individual‘s passion and persistence for achieving a long-term goal.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 115 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Evaluation 9. Cognitive approaches are preferences that are not necessarily rigid; people tend to use many different habits of thought.

Copyright Cengage Learning. Powered by Cognero.

Page 88

a. True b. False ANSWER: RATIONALE:

False Cognitive style refers to how a person perceives, processes, interprets, and uses information.

Cognitive approaches are preferences that are not necessarily rigid, but most people tend to have only a few preferred habits of thought.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 117 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Comprehension 10. A good approach for leaders to understand different personality types is by understanding a personality type different from their own. a. True b. False ANSWER: True RATIONALE: Leaders can learn to work more effectively with different personality types by striving for understanding. A good approach for a leader to take with a personality type widely different from their own personality type is to clarify questions every time there is the potential for miscommunication.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 130 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4-6 - Explain how to lead and work with people with varied personality traits.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-6 Working with Different Personality Types KEYWORDS: Bloom‘s: Comprehension 11. Which statement is true of self-awareness? a. Self-awareness means the ability to behave in a uniform manner in response to situational cues. b. Self-awareness involves the ability to emotionally evaluate one‘s own worth. c. Self-awareness means the set of unseen characteristics and processes that underlie a person. d. Self-awareness involves appreciating how one's patterns affect other people.

ANSWER: d RATIONALE: Self-awareness means being aware of the internal aspects of one's nature, such as personality traits, emotions, values, attitudes, and perceptions, and appreciating how your patterns affect Copyright Cengage Learning. Powered by Cognero.

Page 89

other people. Most leadership experts agree that a primary characteristic of effective leaders is that they know who they are and what they stand for.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 123 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-1 - Describe the importance of self-awareness and how to recognize your blind spots.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: 4-1 The Secret Ingredient for Leadership Success KEYWORDS: Bloom‘s: Knowledge 12. The dimension of agreeableness includes the characteristic of _____. a. control b. dependability c. security d. forgiving ANSWER: d RATIONALE: Agreeableness refers to the degree to which a person is able to get along with others by being good-natured, cooperative, forgiving, compassionate, understanding, and trusting.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 103 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Analysis 13. Someone who scores high on conscientiousness: a. is dependable. b. tends to become anxious or tense. c. likes to be in control and have influence over others. d. is cold and insensitive.

ANSWER: a RATIONALE: Conscientiousness refers to the degree to which a person is responsible, dependable, persistent, and achievement oriented. Conscientious individuals are focused on a few goals, which they pursue in a purposeful way, whereas less conscientious individuals tend to be easily distracted and impulsive.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 128 Copyright Cengage Learning. Powered by Cognero.

Page 90

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Comprehension 14. Emotional stability refers to the degree to which a person is well-adjusted, calm, and _____. a. compassionate b. secure c. emotionally stable d. adaptable ANSWER: b RATIONALE: Emotional stability refers to the degree to which a person is well adjusted, calm, and secure.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 129 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Knowledge 15. People with an internal locus of control: a. believe that luck is the key to success. b. feel that they have little control over events. c. place primary responsibility on outside forces. d. believe they are "masters of their own fate."

ANSWER: d RATIONALE: People who believe their actions determine what happens to them have a high internal locus of control. They believe they are ―masters of their own fate.‖ POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 132 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership Copyright Cengage Learning. Powered by Cognero.

Page 91

KEYWORDS:

Bloom‘s: Knowledge

16. Which statement is true of end values? a. They are beliefs about the kinds of goals or outcomes that are worth trying to pursue. b. They are beliefs about the types of behavior that are appropriate for reaching goals. c. They include such things as being helpful to others, being honest, or exhibiting courage. d. They tend to fall into two categories of morality and competence.

ANSWER: a RATIONALE: End values, sometimes called terminal values, are beliefs about the kinds of goals or outcomes that are worth trying to pursue. For example, some people value security, comfort, and good health above everything else as the important goals to strive for in life. Others may place greater value on social recognition, pleasure, and an exciting lifestyle.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 135-136 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Knowledge 17. Which statement accounts for tremendous variation among people? a. Everyone cannot have both instrumental and end values. b. Everyone has similar important goals to reach in life. c. Individuals differ in how they order their values into priorities. d. Individuals have end values that fall into different categories of morality and competence.

ANSWER: c RATIONALE: Although everyone has both instrumental and end values, individuals differ in how they order the values into priorities, which accounts for tremendous variation among people.

Understanding one‘s own values clarifies what is important, which is essential for effective leadership.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 137 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Analysis 18. Victoria, an advertising manager, works effectively when dealing with routine, well-defined tasks, but she is not very Copyright Cengage Learning. Powered by Cognero.

Page 92

good with tasks that require creativity. Hence, she assumes that her subordinates also have difficulty being creative. In the given scenario, Victoria‘s assumption is an example of _____. a. the halo effect b. a self-serving bias c. perceptual defense d. projection ANSWER: d RATIONALE: In the given scenario, the assumption that Victoria makes is an example of projection.

Projection is the tendency of perceivers to see their own personal traits in other people; that is, they project their own needs, feelings, values, and attitudes into their judgment of others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 141 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Application 19. Which of the following is an assumption of Theory X? a. The expenditure of physical and mental effort in work is as natural as play or rest and the average human being does not inherently dislike work. b. The average human being prefers to be directed, wishes to avoid responsibility, has relatively little ambition, and wants security above all. c. Under the conditions of modern industrial life, the intellectual potentialities of the average human being are only partially utilized. d. The capacity to exercise a relatively high degree of imagination in the solution of organizational problems is widely, not narrowly, distributed in the population.

ANSWER: b RATIONALE: Refer to Exhibit 4.3. An assumption of McGregor‘s Theory X is that the average human being prefers to be directed, wishes to avoid responsibility, has relatively little ambition, and wants security above all. Other assumptions are that the average human being has an inherent dislike of work and will avoid it if possible. Because of the human characteristic of dislike for work, most people must be coerced, controlled, directed, or threatened with punishment to get them to put forth adequate effort toward the achievement of organizational objective.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 139 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes Copyright Cengage Learning. Powered by Cognero.

Page 93

KEYWORDS:

Bloom‘s: Analysis

20. Which statement is true of leaders who subscribe to the assumptions of Theory Y? a. They believe that the average human being prefers to be directed and wishes to avoid responsibility. b. They do not believe that people will seek out greater responsibility and will exercise imagination and creativity. c. They believe that the average human being has an inherent dislike of work and will avoid it if possible. d. They do not believe people have to be coerced and controlled in order to perform effectively.

ANSWER: d RATIONALE: A leader who subscribes to the assumptions of Theory Y does not believe people have to be coerced and controlled in order to perform effectively. These leaders are more often people oriented and concerned with relationships, although some Theory Y leaders can also be taskor production oriented.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 139 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Analysis 21. Which of the following is an assumption of Theory Y? a. Most people prefer to be directed, wish to avoid responsibility, have relatively little ambition, and want security above all. b. An average human being has an inherent dislike of work and will avoid it if possible. c. A person will exercise self-direction and self-control in the service of objectives to which they are committed. d. Most people must be threatened with punishment to get them to put adequate effort toward the achievement of goals.

ANSWER: c RATIONALE: Refer to Exhibit 4.3. An assumption of Theory Y is that a person will exercise self-direction and self-control in the service of objectives to which they are committed. External control and the threat of punishment are not the only means for bringing about effort toward organizational objectives.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 139 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes Copyright Cengage Learning. Powered by Cognero.

Page 94

KEYWORDS:

Bloom‘s: Analysis

22. Laurel, the manager of a software company, assumes that the male employees in her organization are more creative and innovative than the female employees in her organization. In the given scenario, Laurel‘s assumption is known as _____. a. projection b. attribution c. perceptual defense d. stereotyping ANSWER: d RATIONALE: In the given scenario, Laurel‘s assumption is known as stereotyping. Stereotyping is the tendency to assign an individual to a group or broad category and then to attribute widely held generalizations about the group to the individual.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 141 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Application 23. Anna, a sales executive, has difficulty meeting her productivity targets but has high readiness levels and her work exceeds quality standards. However, her manager considers her to be a poor performer due to her issue with productivity.

In the given scenario, the manager‘s evaluation of Anna's performance is an example of the _____. a. fundamental attribution error b. halo effect c. self-serving bias d. perceptual defense ANSWER: b RATIONALE: In the given scenario, the manager‘s evaluation of Anna‘s performance is an example of the halo effect. The halo effect occurs when the perceiver develops an overall impression of a person or situation based on one characteristic, either favorable or unfavorable.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 142 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom's: Application Copyright Cengage Learning. Powered by Cognero.

Page 95

24. Helen, the operations head of an organization, received a complaint that one of the managers was regularly harassing their subordinates. Instead of taking action, she neglected the issue because she had high regard for the manager. She was sure that the allegations against the manager were not true. In the given scenario, the assumption made by Helen is an example of _____. a. projection b. the halo effect c. perceptual defense d. stereotyping ANSWER: c RATIONALE: In the given scenario, the assumption made by Helen is an example of perceptual defense.

Perceptual defense is the tendency of perceivers to protect themselves against ideas, objects, or people that are threatening. People perceive things that are satisfying and pleasant but tend to disregard things that are disturbing and unpleasant.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 115 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Application 25. Gilbert heads the accounts team of HFC Inc. He received negative feedback from his clients about one of the projects that he managed. He held his subordinates responsible as he felt that they were inefficient and worked carelessly. The judgment made by Gilbert is an example of _____. a. a self-serving bias b. an internal attribution c. perceptual defense d. the halo effect ANSWER: b RATIONALE: The judgment made by Gilbert is an example of an internal attribution. Attributions are judgments about what caused an event or behavior—(a) something about the person or (b) something about the situation. An internal attribution says characteristics of the person led to the behavior.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 142 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Social Perception and Attributions Copyright Cengage Learning. Powered by Cognero.

Page 96

KEYWORDS:

Bloom‘s: Application

26. When evaluating others, many people underestimate the influence of external factors and overestimate the influence of internal factors. This tendency is known as _____. a. stereotyping b. the halo effect c. perceptual defense d. the fundamental attribution error ANSWER: d RATIONALE: When evaluating others, many people underestimate the influence of external factors and overestimate the influence of internal factors. This tendency is called the fundamental attribution error. People tend to have biases that they apply when making attributions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 143 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Knowledge 27. Becky heads the finance team of Herald Inc. Whenever her team‘s work is commended, she takes all the credit. On the other hand, when her team gets negative feedback from clients, she blames it on inadequate support from the organization.

Becky‘s behavior is an example of _____. a. the fundamental attribution error b. the self-serving bias c. perceptual defense d. projection ANSWER: b RATIONALE: Becky‘s behavior is an example of the self-serving bias. The self-serving bias means people give themselves too much credit for what they do well and give external forces too much blame when they fail.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 143 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Application Copyright Cengage Learning. Powered by Cognero.

Page 97

28. Norman heads the animation team of Progress Inc. When one of his subordinates failed to execute a task properly, he claimed that his subordinate was not provided with enough resources to take care of the quality assurance after production. This judgment made by Norman is an instance of _____. a. the fundamental attribution error b. the self-serving bias c. an external attribution d. perceptual defense ANSWER: c RATIONALE: This judgement made by Norman is an instance of an external attribution. An external attribution says something about the situation caused the person‘s behavior.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 141 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Application 29. Which of the following is an example of stereotyping? a. Fiona assumes that a subordinate is a proficient employee they have good people skills. b. Fiona assumes that an elderly employee will not be able to adapt to modern technology. c. Fiona believes that her subordinates can work on weekends because she generally works on weekends. d. Fiona judges that her subordinate performed poorly due to lack of concentration and incompetence.

ANSWER: b RATIONALE: Fiona‘s assumption that an elderly employee will not be able to adapt to modern technology is an example of stereotyping. Stereotyping is the tendency to assign an individual to a group or broad category and then to attribute widely held generalizations about the group to the individual.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 141 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Application 30. Which statement is true of the whole brain concept? a. It proves that the concept of left-brained versus right-brained thinking is entirely accurate physiologically. b. It does not consider a person‘s preference for right-brained versus left-brained thinking.

Copyright Cengage Learning. Powered by Cognero.

Page 98

c. It considers a person‘s preference for conceptual versus experiential thinking. d. It does not support the idea that everyone uses both left-brained and right-brained thinking.

ANSWER: c RATIONALE: The whole brain approach considers not only a person's preference for right-brained versus left-brained thinking but also for conceptual versus experiential thinking. Herrmann‘s whole brain model identifies four quadrants of the brain that are related to different thinking styles.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 145 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Comprehension 31. The left hemisphere of the brain is associated with _____. a. creative thinking b. analytical thinking c. intuitive processes d. values-based thought processes ANSWER: b RATIONALE: The left hemisphere is associated with logical, analytical thinking and a linear approach to problem solving. In the 1960s and 1970s, scientists discovered that the distinct hemispheres influence thinking, which led to an interest in what has been called left-brained versus rightbrained thinking patterns.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 145 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Knowledge 32. The right hemisphere of the brain is associated with: a. analytical thinking. b. a linear approach to problem solving. c. intuitive thought processes. d. routine processes.

Copyright Cengage Learning. Powered by Cognero.

Page 99

ANSWER: RATIONALE:

c The right hemisphere of the brain is associated with creative, intuitive, values-based thought processes. In the 1960s and 1970s, scientists discovered that the distinct hemispheres influence thinking, which led to an interest in what has been called left-brained versus rightbrained thinking patterns.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 145 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Knowledge 33. According to Herrmann‘s whole brain concept, when leaders have a predominantly A-quadrant thinking style, they tend to: a. empathize easily and be friendly. b. be imaginative and entrepreneurial. c. avoid risks and strive for stability. d. be directive and authoritative.

ANSWER: d RATIONALE: According to Herrmann‘s whole brain concept, when a leader has a predominantly Aquadrant thinking style, he or she tends to be directive and authoritative. This leader focuses on tasks and activities and likes to deal with concrete information and facts.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 145 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Comprehension 34. According to Herrmann‘s whole brain concept, people who rely heavily on quadrant-B thinking: a. are curious and enjoy experimentation and playfulness. b. are typically emotional and expressive, outgoing, and supportive of others. c. like to establish plans and procedures and get things done on time. d. focus on tasks and activities and like to deal with concrete facts.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

Page 100

According to Herrmann‘s whole brain concept, a person who relies heavily on quadrant-B thinking is well-organized, reliable, and neat. These people like to establish plans and procedures and get things done on time.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 145 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Comprehension RATIONALE:

35. According to Herrmann‘s whole brain concept, leaders who rely heavily on quadrant-C thinking: a. are friendly, trusting, and empathetic. b. like certainty. c. are highly traditional. d. focus on tasks and activities.

ANSWER: a RATIONALE: Quadrant C is associated with interpersonal relationships and affects intuitive and emotional thought processes. C-quadrant individuals are sensitive to others and enjoy interacting with and teaching others; hence, this might be considered the ―teacher‖ part of the brain. These people are typically emotional and expressive, outgoing, and supportive of others. Leaders with a predominantly quadrant-C style are friendly, trusting, and empathetic. They are concerned with people‘s feelings more than with tasks and procedures and may put emphasis on employee development and training.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 145 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Comprehension 36. According to the Myers-Briggs Type Indicator (MBTI) assessment, which statement is true of the feeling types? a. They tend to be very objective in decision-making. b. They tend to enjoy ambiguity and dislike deadlines. c. They tend to rely more on their values. d. They tend to rely more on logic.

Copyright Cengage Learning. Powered by Cognero.

Page 101

ANSWER: RATIONALE:

c According to the Myers-Briggs Type Indicator (MBTI) assessment, the feeling types (F) tend to rely more on their values and sense of what is right and wrong, and they consider how a decision will affect other people‘s feelings.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 121 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom's: Comprehension 37. The _____ dimension of the Myers-Briggs Type Indicator (MBTI) assessment concerns an individual's attitudes toward ambiguity and how quickly a person makes a decision. a. sensing versus intuition b. thinking versus feeling c. judging versus perceiving d. introversion versus extroversion ANSWER: c RATIONALE: The judging versus perceiving dimension of the Myers-Briggs Type Indicator (MBTI) assessment concerns an individual's attitudes toward ambiguity and how quickly a person makes a decision.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 149 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Comprehension 38. According to the Myers-Briggs Type Indicator (MBTI) assessment, people with a perceiving preference: a. like closure. b. dislike deadlines. c. like certainty. d. enjoy having goals.

ANSWER: b RATIONALE: According to the Myers-Briggs Type Indicator (MBTI) assessment, people with a perceiving Copyright Cengage Learning. Powered by Cognero.

Page 102

preference enjoy ambiguity, dislike deadlines, and may change their minds several times before making a final decision.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 149 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Comprehension 39. Which statement is true of working with different personality types? a. Leaders should show their frustration to keep different personality types focused. b. People take on behavior patterns based on their personalities. c. People do not like to be accepted and appreciated for who they are. d. Personality differences can make the life of a leader interesting.

ANSWER: d RATIONALE: Personality differences can make the life of a leader interesting and sometimes exasperating.

These differences can create an innovative environment but also lead to stress, conflict, and negative feelings.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 151-152 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-6 - Explain how to lead and work with people with varied personality traits.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-6 Working with Different Personality Types KEYWORDS: Bloom‘s: Comprehension 40. Identify the appropriate step that should be taken by a leader to work more effectively with different personality types. a. Shun people who tend to be gloomy and pessimistic. b. Show frustration when dealing with difficult people. c. Keep people focused on high performance. d. Ignore the different facets of one‘s personality.

ANSWER: c RATIONALE: Irrespective of their personalities, people typically take on behavior patterns that are the norm for their environment. Leaders can create norms that keep everyone focused on positive interactions and high performance.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 103

REFERENCES: p. 151 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-6 - Explain how to lead and work with people with varied personality traits.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-6 Working with Different Personality Types KEYWORDS: Bloom‘s: Comprehension 41. _____ are situations leaders are not aware of or don‘t recognize as problems, that limit their effectiveness, and that hinder their career success.

ANSWER: Blind spots RATIONALE: Many leaders have blind spots— situations they are not aware of or don't recognize as problems—that limit their effectiveness and hinder their career success. One particularly damaging blind spot is displaying an aggressive, confrontational style, otherwise known as being a jerk.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 124 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 4-1 - Describe the importance of self-awareness and how to recognize your blind spots.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-1 The Secret Ingredient for Leadership Success KEYWORDS: Bloom‘s: Knowledge 42. _____ is the set of unseen characteristics and processes that underlie a relatively stable pattern of behavior in response to ideas, objects, or people in the environment.

ANSWER: Personality RATIONALE: Personality is the set of unseen characteristics and processes that underlie a relatively stable pattern of behavior in response to ideas, objects, or people in the environment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 102 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Knowledge 43. _____ refers to the degree to which a person is outgoing, sociable, talkative, and comfortable meeting and talking to new people.

ANSWER: Extroversion Copyright Cengage Learning. Powered by Cognero.

Page 104

RATIONALE:

Extroversion is made up of traits and characteristics that influence behavior in group settings.

Extroversion refers to the degree to which a person is outgoing, sociable, talkative, and comfortable meeting and talking to new people.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 127 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Knowledge 44. A person‘s _____ defines whether they place the primary responsibility within the self or on outside forces.

ANSWER: locus of control RATIONALE: A person‘s locus of control defines whether they place the primary responsibility within the self or on outside forces. People who believe their actions determine what happens to them have a high internal locus of control (internals), whereas those who believe outside forces determine what happens to them have a high external locus of control (externals).

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 107 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Knowledge 45. _____ are fundamental beliefs that an individual considers to be important, that are relatively stable over time, and that have an impact on attitudes, perception, and behavior.

ANSWER: Values RATIONALE: Values are fundamental beliefs that an individual considers to be important, that are relatively stable over time, and that have an impact on attitudes, perception, and behavior. Values are what cause a person to prefer that things be done one way rather than another way.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 135 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology Copyright Cengage Learning. Powered by Cognero.

Page 105

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence 4-3 Values and Attitudes Bloom‘s: Knowledge

46. A(n) _____ is an evaluation—either positive or negative—about people, events, or things.

ANSWER: attitude RATIONALE: An attitude is an evaluation—either positive or negative—about people, events, or things.

Values help determine the attitudes leaders have about themselves and about their followers POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 135 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: LEAD.DAFT.18.04.04 NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Knowledge 47. _____ means the process people use to make sense out of their surroundings by selecting, organizing, and interpreting information.

ANSWER: Perception RATIONALE: Perception means the process people use to make sense out of their surroundings by selecting, organizing, and interpreting information. Values and attitudes affect perceptions, and vice versa.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 114 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Knowledge 48. ______ is the tendency to assign an individual to a group or broad category and then to attribute widely held generalizations about the group to the individual.

ANSWER: Stereotyping RATIONALE: Stereotyping is the tendency to assign an individual to a group or broad category (e.g., female, black, elderly or male, white, disabled) and then to attribute widely held generalizations about the group to the individual.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 141 QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

Page 106

HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Knowledge 49. _____ refers to how a person perceives, processes, interprets, and uses information.

ANSWER: Cognitive style RATIONALE: Cognitive style refers to how a person perceives, processes, interprets, and uses information.

Thus, cognitive differences refer to varying approaches to perceiving and assimilating data, making decisions, solving problems, and relating to others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 145 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Knowledge 50. _____ is the tendency of perceivers to see their own personal traits in other people; that is, they project their own needs, feelings, values, and attitudes into their judgment of others.

ANSWER: Projection RATIONALE: Projection is the tendency of perceivers to see their own personal traits in other people; that is, they project their own needs, feelings, values, and attitudes into their judgment of others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 141 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Knowledge 51. Explain the role of values in leadership.

ANSWER: Values are fundamental beliefs that an individual considers to be important, that are relatively stable over time, and that have an impact on attitudes, perception, and behavior. Values cause a person to prefer that things be done one way rather than another way. End values, sometimes called terminal values, are beliefs about the kinds of goals or outcomes that are Copyright Cengage Learning. Powered by Cognero.

Page 107

worth pursuing. Instrumental values are beliefs about the types of behavior that are appropriate for reaching goals. Although everyone has both instrumental and end values, individuals differ in how they order the values into priorities, which accounts for tremendous variation among people. Understanding one‘s own values clarifies what is important, which is essential for effective leadership. Leaders can identify and understand value differences to improve communication and effectiveness. Personal values influence how leaders perceive opportunities, situations, and problems, as well as the decisions they make in response to them.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 135-136 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Analysis 52. Describe the personality dimensions of extroversion and agreeableness.

ANSWER: Extroversion refers to traits and characteristics that influence behavior in group settings and to the degree to which a person is outgoing, sociable, talkative, and comfortable meeting and talking to new people. Someone low on extroversion may come across as quiet, withdrawn, and socially unassertive. This dimension also includes the characteristic of dominance. A person with a high degree of dominance seeks control and influence over others.

Agreeableness refers to the degree to which a person is able to get along with others by being good-natured, cooperative, forgiving, compassionate, understanding, and trusting. A leader who scores high on agreeableness seems warm and approachable, whereas one who scores low on this dimension may seem cold, distant, and insensitive.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 127 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Comprehension 53. Explain how attitudes affect leadership.

ANSWER: Values help determine the attitudes leaders have about themselves and about their followers.

An attitude is an evaluation—either positive or negative—about people, events, or things. A leader‘s attitudes toward followers influence how they relate to people. Every leader‘s style is based to some extent on attitudes about human nature in general—ideas and feelings about what motivates people, whether people are basically honest and trustworthy, and the extent to which people can grow and change.

Copyright Cengage Learning. Powered by Cognero.

Page 108

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 138 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: LEAD.DAFT.18.04.04 NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Comprehension 54. What is the importance of the whole brain concept?

ANSWER: Ned Herrmann began developing his concept of whole brain thinking while he was a manager at GE in the late 1970s and has expanded it through many years of research with thousands of individuals and organizations. The whole brain approach considers not only a person's preference for right-brained versus left-brained thinking but also for conceptual versus experiential thinking. Herrmann's whole brain model thus identifies four quadrants of the brain that are related to different thinking styles. Again, while not entirely accurate physiologically, the whole brain model is an excellent metaphor for understanding differences in thinking patterns. Some people strongly lean toward using one quadrant in most situations, whereas others rely on two, three, or even all four styles of thinking. The whole brain model provides a useful overview of an individual's mental preferences, which in turn affect patterns of communication, behavior, and leadership.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 145 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Evaluation 55. What guidelines can leaders use to work more effectively with different personality types?

ANSWER: Leaders can learn to work more effectively with different personality types by following some simple guidelines: (a) Understand your own personality and how you react to others.

Avoid judging people based on limited knowledge and realize that everyone has different facets to their personality. (b) Treat everyone with respect. People expect to be accepted and appreciated for who they are. (c) Acknowledge each person‘s strengths. Everyone wants to be recognized for their unique talents, so be sure to acknowledge and make use of people‘s useful personality characteristics. (d) Strive for understanding. A good approach to take with a personality type widely different from yours is to clarify questions every time there‘s a potential for miscommunication. (e) Remember that everyone wants to fit in. No matter their personalities, people typically take on behavior patterns that are the norm for their environment.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 109

DIFFICULTY: Moderate REFERENCES: pp. 151-153 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 4-6 - Explain how to lead and work with people with varied personality traits.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-6 Working with Different Personality Types KEYWORDS: Bloom‘s: Comprehension 56. Self-awareness is important for leaders. Discuss.

ANSWER: Self-awareness is a primary characteristic of leaders because it helps them remain grounded and constant. This enables others to know what to expect from them.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 100–101 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 4-1 - Describe the importance of self-awareness and how to recognize your blind spots.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-1 The Secret Ingredient for Leadership Success KEYWORDS: Bloom‘s: Evaluation 57. Attributions help leaders handle situations. Discuss.

ANSWER: Perceptual distortions are errors in perceptual judgment that arise from inaccuracies in perception. These include stereotyping, the halo effect, projection, and perceptual defense.

Leaders who recognize these perceptual distortions can better adjust their perceptions to more closely match objective reality.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 142 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Comprehension 58. Leaders who recognize perceptual distortions can adjust their perceptions to match objective reality. Explain.

ANSWER: Attributions are judgments about what caused an event or behavior—(a) something about the person or (b) something about the situation. Attributions are important because they help people decide how to handle a situation. For example, in the case of a subordinate missing a deadline, a leader who blames the mistake on the employee's personal characteristics might reprimand the person or, more effectively, provide additional training and direction. A leader Copyright Cengage Learning. Powered by Cognero.

Page 110

who blames the mistake on external factors will try to help prevent such situations in the future, such as making sure team members have the resources they need, providing support to remove obstacles, and ensuring that deadlines are realistic.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 142 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 4-4 - Explain attributions and perception and how these dynamics affect the leader-follower relationship.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Social Perception and Attributions KEYWORDS: Bloom‘s: Comprehension 59. Being too nice is an example of a(n)_____. a. blind spot b. attitude c. personality d. value ANSWER: a RATIONALE: One blind spot some leaders have is being too nice. Leaders who are constantly trying to please everyone can‘t lead. They often make poor decisions because they can‘t tolerate even a mild degree of conflict.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 124 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-1 - Describe the importance of self-awareness and how to recognize your blind spots.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: 4-1 The Secret Ingredient for Leadership Success KEYWORDS: Bloom‘s: Application 60. Abby works in a high-pressure environment managing deliveries and drivers for a busy furniture outlet. When unplanned road closures throw off the delivery schedule and drivers are frustrated, she stays calm and makes changes without drama. Which personality dimension does Abby demonstrate in this situation? a. Extroversion b. Openness to experience c. Emotional stability d. Conscientiousness ANSWER: c RATIONALE: The dimension of emotional stability refers to the degree to which a person is well adjusted, calm, and secure. A leader who is emotionally stable handles stress well, is able to handle criticism, and generally doesn‘t take mistakes or failures personally. Leaders with emotional stability typically develop positive relationships and can also improve relationships among Copyright Cengage Learning. Powered by Cognero.

Page 111

others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 129 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Application 61. Jenny has a high internal locus of control. She needs a job to help pay for her expenses. Based on what you know about her, which part-time job do you think would be a good fit for her? a. Event organizer for a local politician b. Sandwich maker at the deli c. Clerk at the grocery store d. Receptionist at a law office ANSWER: a RATIONALE: Research has shown real differences in behavior between internals and externals across a wide range of settings. Internals in general are more self-motivated, are in better control of their own behavior, participate more in social and political activities, and more actively seek information. There is also evidence that internals are better able to handle complex information and problem solving, and that they are more achievement oriented than externals.

In addition, people with a high internal locus of control are more likely than externals to try to influence others and thus more likely to assume or seek leadership opportunities.

Moreover, people with a high internal locus of control will take responsibility for outcomes and changes, which is essential for leadership.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 132 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-2 - Identify how major personality dimensions influence leadership and relationships within organizations.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 4-2 Personality and Leadership KEYWORDS: Bloom‘s: Application 62. Which instrumental value is ranked higher by leaders than nonleaders? a. Independent b. Self-controlled c. Helpful d. Loyal ANSWER: d Copyright Cengage Learning. Powered by Cognero.

Page 112

Refer to Exhibit 4.2. Understanding one‘s own values clarifies what is important, which is essential for effective leadership. The exhibit lists end values and instrumental values that were ranked significantly higher by each group, showing only those rankings that were statistically significant. Leaders can identify and understand value differences to improve communication and effectiveness.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 110–111 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-3 - Summarize the idea of instrumental and end values, including the ways in which values guide thoughts and behavior.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: 4-3 Values and Attitudes KEYWORDS: Bloom‘s: Analysis RATIONALE:

63. Jolene likes to try new activities. In the past year, she tried out for community theater, signed up for a class on drawing cartoons, and took an impulsive trip to New York City. These activities have taught her that she has a terrible singing voice, some artistic talent, and no desire to live in a big city. Based on her actions, which quadrant of the brain does she rely on the most? a. Quadrant A b. Quadrant B c. Quadrant C d. Quadrant D ANSWER: d RATIONALE: Quadrant D is associated with conceptualizing, synthesizing, and integrating facts and patterns--with seeing the big picture rather than the details. This is the ―artist‖ part of the brain. A person with a quadrant-D preference is visionary and imaginative, likes to speculate and break the rules, takes risks, and may be impulsive. These people are curious and enjoy experimentation and playfulness. The D-quadrant leader is holistic, imaginative, and entrepreneurial. This leader enjoys change, experimentation, and risk-taking and generally allows followers a great deal of freedom and flexibility.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 146-147 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4-5 - Outline individual differences in cognitive style and pay special attention to the qualities you have that contribute to strong leadership. (And broaden your own thinking style to expand leadership potential!)

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cognitive Differences KEYWORDS: Bloom‘s: Application

1. A mental model is an internal picture that affect a person‘s thoughts and actions.

Copyright Cengage Learning. Powered by Cognero.

Page 113

a. True b. False ANSWER: RATIONALE:

True A mental model can be thought of as an internal picture that affects a leader‘s thoughts, actions, and relationships with others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 169 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Knowledge 2. Leaders have very few mental models that tend to govern how they interpret experiences and how they act in response to people and situations. a. True b. False ANSWER: False RATIONALE: Leaders have many mental models that tend to govern how they interpret experiences and how they act in response to people and situations. Mental models are theories people hold about specific systems in the world and their expected behavior.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 169 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Knowledge 3. Assumptions are not dangerous because people tend to accept them as ―truth‖ despite no proof. a. True b. False ANSWER: False RATIONALE: Assumptions can be dangerous because people tend to accept them as ―truth‖ despite no proof.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 171 QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 114

LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Comprehension 4. The more aware a leader is of their assumptions, the less the leader understands how assumptions guide behavior and decisions. a. True b. False ANSWER: False RATIONALE: The more aware a leader is of his or her assumptions, the more the leader understands how assumptions guide behavior and decisions. In addition, the leader can question whether longheld assumptions fit the reality of the current situation.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 171 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Comprehension 5. A manager with a global mindset sees everything from their own limited personal or cultural perspective. a. True b. False ANSWER: False RATIONALE: A manager with a global mindset can perceive and respond to many different perspectives at the same time rather than being stuck in a domestic mental model that sees everything from one‘s own limited personal or cultural perspective. One of the best ways managers develop a global mindset is by engaging with people from different cultures.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 171 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Comprehension 6. The Pike Syndrome illustrates the power of people's thinking and acting without limits. a. True b. False Copyright Cengage Learning. Powered by Cognero.

Page 115

ANSWER: RATIONALE:

False The power of the conditioning that limits people's thinking and behavior is illustrated by what has been called the Pike Syndrome. When people assume they have complete knowledge of a situation because of past experiences, they exhibit the Pike Syndrome, a trained incapacity that comes from rigid commitment to what was true in the past and an inability to consider alternatives and different perspectives.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 177 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Application 7. With systems thinking, a leader looks at the big picture and connects the dots. a. True b. False ANSWER: True RATIONALE: Systems thinking is the ability to see the synergy of the whole rather than just the separate elements of a system. With systems thinking, a leader sees the big picture and connects the dots rather than just looking at the dots in isolation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 169 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Comprehension 8. Leaders who score high in emotional intelligence are typically more effective. a. True b. False ANSWER: True RATIONALE: Leaders who score high in emotional intelligence are typically more effective and rated as more effective by peers and subordinates. Emotional intelligence refers to a person‘s abilities to perceive, identify, understand, and successfully manage emotions in self and others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 179 Copyright Cengage Learning. Powered by Cognero.

Page 116

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Comprehension 9. The emotional state of a leader does not impact the team. a. True b. False ANSWER: False RATIONALE: Emotions are contagious. The emotional state of the leader influences the entire team, department, or organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 179-180 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Knowledge 10. Fear can be a powerful motivator. a. True b. False ANSWER: True RATIONALE: Fear can be a powerful motivator, but many leaders are learning that an environment that reflects love for people is much more effective than one in which people are fearful.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 188 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 117

11. Which statement is true of leading with head and heart? a. The whole leader uses both head and heart when creating structure and handling operational issues. b. Emotions should not be used in the decision-making process in times of uncertainty and rapid change. c. It keeps morale and motivation high. d. Wise leaders use only their intellect to make decisions.

ANSWER: c RATIONALE: Current issues that require leaders to use both head and heart include how to give people a sense of meaning and purpose when major changes occur almost daily; how to make employees feel valued and respected in an age of massive layoffs and job uncertainty; and how to keep morale and motivation high in the face of corporate bankruptcies and dissolutions, ethical scandals, and economic crises.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 169 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Comprehension 12. Working effectively with others requires that individuals: a. regard their assumptions as fixed truths rather than temporary ideas. b. use fear to motivate others effectively. c. draw on subtle aspects of themselves and appeal to those aspects in others. d. do not let their emotions and beliefs affect others.

ANSWER: c RATIONALE: Working effectively with other people requires that individuals draw on subtle aspects of themselves—their thoughts, beliefs, and feelings—and appeal to those aspects in others.

Many people in leadership roles tend to forget the emotional aspect of leading.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 169 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Comprehension 13. Which of the following will help leaders at MHL Corp keep morale and motivation high when the company faces financial difficulties? a. Leading with fear as a powerful motivator b. Leading with head and heart c. Creating avoidance behavior in employees Copyright Cengage Learning. Powered by Cognero.

Page 118

d. Focusing on only the emotional aspect of leading ANSWER: b RATIONALE: Current issues that require leaders to use both head and heart include how to give people a sense of meaning and purpose when major changes occur almost daily; how to make employees feel valued and respected in an age of massive layoffs and job uncertainty; and how to keep morale and motivation high in the face of corporate bankruptcies and dissolutions, ethical scandals, and economic crises.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 169 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Application 14. Which statement is true of mental models? a. A leader‘s assumptions naturally are not part of their mental model. b. A leader is usually not aware of his mental models. c. Personal values, attitudes, biases, and prejudices can affect one‘s mental model. d. A leader creates an effective mental model by viewing the elements of a system as separate components.

ANSWER: c RATIONALE: Leaders strive to create mental models that are aligned with organizational needs, goals, and values. However, personal values, attitudes, beliefs, biases, and prejudices can all affect one‘s mental model. A leader‘s assumptions play an important role in shaping their mental models.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 169 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Comprehension 15. An effective leader: a. goes along with the traditional way of doing things. b. sticks to a mental model that sees everything from one‘s own personal perspective. c. does not apologize to subordinates. d. does not follow their assumptions because they led to success in the past.

ANSWER: d RATIONALE: Many leaders become prisoners of their own assumptions and mindsets because these led to success in the past. They find themselves simply going along with the traditional way of doing things without even realizing they are making decisions and acting within the limited Copyright Cengage Learning. Powered by Cognero.

Page 119

frame of their own mental model.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 171 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Comprehension 16. Assumptions are: a. regarded by a leader as fixed truths. b. a part of a leader's mental model. c. an expression of the organizational mission. d. a personality trait.

ANSWER: b RATIONALE: A leader‘s assumptions naturally are part of their mental model. Leaders have assumptions about events, situations, and circumstances as well as about people.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 171 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Comprehension 17. Which of the following is a characteristic of leaders who think independently? a. They are willing to stand apart. b. They interpret data according to preestablished rules. c. They determine a course of action based on what others think. d. They tend to believe assumptions as ―truth.‖ ANSWER: a RATIONALE: People who think independently are willing to stand apart, to have opinions, to say what they think, and to determine a course of action based on what they personally believe rather than on what other people think or say.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate Copyright Cengage Learning. Powered by Cognero.

Page 120

perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Analysis 18. Good leadership is about: a. interpreting data based on preestablished routines. b. blindly accepting rules and labels created by others. c. following the rules set by others. d. standing up for what one believes is best for the organization.

ANSWER: d RATIONALE: Good leadership is not about following the rules of others but standing up for what one believes is best for the organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Analysis 19. To think independently means: a. paying attention to outdated information. b. staying mentally alert and thinking critically. c. thinking of solutions based on preestablished routines or categories. d. having the need to win at all costs and in all situations.

ANSWER: b RATIONALE: To think independently means staying mentally alert and thinking critically. Independent thinking is one part of what is called leader mindfulness.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 121

20. Which of the following will help leaders to develop open-mindedness? a. They have to maintain strong preconceptions and suspend beliefs and opinions. b. They have to stick to mental models that worked in the past. c. They have to forget many of their conditioned ideas. d. They have to allow their subordinates to do the thinking for them.

ANSWER: c RATIONALE: Leaders have to forget many of their conditioned ideas to be open to new ones. This openness—putting aside preconceptions and suspending beliefs and opinions—can be referred to as ―beginner‘s mind.‖ POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Analysis 21. The expert mind becomes a danger in organizations because it: a. puts aside preconceptions and suspends beliefs and opinions. b. forgets many of its conditioned ideas. c. rejects new ideas based on past experience and knowledge. d. often becomes open to the perspectives of other people.

ANSWER: c RATIONALE: When someone becomes an expert in a particular subject, their mind often becomes closed to the perspectives of other people. The expert mind becomes a danger in organizations because it rejects new ideas based on past experience and knowledge.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Analysis 22. Which of the following is a characteristic of effective leaders? a. They understand the limitations of past experience. b. They see the questioning of their ideas as a threat. c. They encourage beginners to blindly accept paradoxes.

Copyright Cengage Learning. Powered by Cognero.

Page 122

d. They advise new employees to openly agree with long-held assumptions.

ANSWER: a RATIONALE: Effective leaders strive to keep open minds and cultivate an organizational environment that encourages curiosity and learning. They understand the limitations of past experience and reach out for diverse perspectives.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Analysis 23. Which statement is true of systems thinking? a. It includes the ability to see the separate elements of a system. b. It creates a gap between current reality and the vision of a better future. c. It sees diverse perspectives as a threat. d. It is a mental discipline for seeing patterns and interrelationships.

ANSWER: d RATIONALE: Systems thinking enables leaders to look for patterns of movement over time and focus on the qualities of rhythm, flow, direction, shape, and networks of relationships that accomplish the performance of the whole. Systems thinking is a mental discipline and framework for seeing patterns and interrelationships.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 169 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader's Mind KEYWORDS: Bloom's: Comprehension 24. Clarity of mind, clarity of objectives, and organizing to achieve objectives are the components of _____. a. systems thinking b. stereotyping c. emotional intelligence d. personal mastery ANSWER: d RATIONALE: Personal mastery embodies three qualities—clarity of mind, clarity of objectives, and organizing to achieve objectives.

Copyright Cengage Learning. Powered by Cognero.

Page 123

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 145 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Analysis 25. Which statement is true of leaders engaged in personal mastery? a. They do not challenge assumptions and standard ways of doing things. b. They open the gap between current reality and the vision of a better future. c. They retain traditional mental models that have been successful in the past. d. They break through denial of reality in themselves and others.

ANSWER: d RATIONALE: Leaders engaged in personal mastery break through denial of reality in themselves and others. Their quest for truth leads to a deeper awareness of themselves and of the larger systems and events within which they operate.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Comprehension 26. Which of the following is an element of personal mastery? a. The behavior of accepting what one gets in the future rather than what one wants in the future b. The practice of bridging the disparity between current reality and the vision of a better future c. The discipline of continually focusing on what one wants as the desired future d. The discipline of accepting assumptions and standard ways of doing things ANSWER: c RATIONALE: Leaders engaged in personal mastery know what is important to them, so their objectives are clear. One element of personal mastery is the discipline of continually focusing and defining what one wants as the desired future.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 124

HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Analysis 27. An effective leader lets their vision of a better future pull reality toward it by: a. reorganizing current activities to work toward the vision. b. lowering the vision. c. opening the gap between the vision and the reality. d. accepting standard ways of doing things.

ANSWER: a RATIONALE: Organizing to achieve objectives is a way to bridge the disparity between current reality and the vision of a better future. The effective leader lets the vision pull reality toward it by reorganizing current activities to work toward the vision. The less effective way is to let reality pull the vision downward toward it.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Comprehension 28. Leaders working to improve one element of personal mastery can become significantly more effective because: a. all leaders score higher than most people on tests of cognitive ability. b. all elements of mind prevent shifting of mental models. c. all leaders have similar scores in emotional intelligence tests. d. all five elements of mind are interdependent.

ANSWER: d RATIONALE: All five elements of mind are interdependent; thus, leaders working to improve even one element of their mental approach can move forward in a significant way toward mastering their minds and becoming more effective.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 125

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Developing a Leader‘s Mind Bloom‘s: Analysis

29. A key component of leadership is: a. accepting the standard way of doing things. b. being emotionally connected to others. c. regarding assumptions as fixed truths. d. employing fear-based motivation.

ANSWER: b RATIONALE: A key component of leadership is being emotionally connected to others and understanding how emotions affect working relationships and performance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 179 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Analysis 30. Which of the following is not a basic component of emotional intelligence? a. Personal mastery b. Self-awareness c. Self-management d. Social awareness ANSWER: a RATIONALE: The competencies and abilities of emotional intelligence are grouped into four fundamental categories. They are self-awareness, self-management, social awareness, and relationship management.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 149–150 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Analysis Copyright Cengage Learning. Powered by Cognero.

Page 126

31. Daniel, the relationship manager of a mutual fund company, has the strength to understand his emotions clearly. He makes tough decisions by trusting his ―gut feelings.‖ He knows how his emotions affect his work; hence, he acts carefully according to them. Which quality of leaders does Daniel possess? a. Social awareness b. Self-awareness c. Systems thinking d. Relationship management ANSWER: b RATIONALE: Self-awareness includes the ability to recognize and understand one‘s own emotions and how they affect one‘s life and work. It is the basis of all other competencies. Leaders with a high level of self-awareness learn to trust their ―gut feelings‖ and realize that these feelings can provide useful information about difficult decisions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 179 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Application 32. George, the financial manager of a firm, executes his tasks with commitment. He takes his responsibilities seriously.

Which characteristic of leaders does George possess? a. Adaptability b. Empathy c. Relationship management d. Conscientiousness ANSWER: d RATIONALE: Conscientiousness refers to managing and honoring one‘s responsibilities.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 184 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Application 33. Adam, a project manager, is enthusiastic about utilizing every available opportunity at his workplace. He ensures that Copyright Cengage Learning. Powered by Cognero.

Page 127

his team's projects adhere to the company's high standards. He remains calm when things go wrong and provides resourceful solutions. Which quality of leaders does Adam display? a. Systems thinking b. Self-management c. Social capital d. Self-awareness ANSWER: b RATIONALE: Showing initiative to seize opportunities and achieve high internal standards is a part of selfmanagement. Leaders skilled at self-management remain hopeful and optimistic despite obstacles, setbacks, or even outright failures.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 184 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Application 34. Lily heads the sales team of Petunia Inc., a cosmetics manufacturer. She has the ability to understand the emotions experienced by her team members. She encourages her subordinates to grow by pushing them beyond their comfort zone.

She deals with her team members with compassion and kindness. Which characteristic of leaders does Lily possess? a. Empathy b. Conscientiousness c. Adaptability d. Systems thinking ANSWER: a RATIONALE: Socially aware leaders practice empathy, which means being able to put yourself in other people‘s shoes, sense their emotions, and understand their perspective. These leaders understand that effective leadership sometimes means pushing people beyond their comfort zone.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 151 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Individual Dynamics TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Application Copyright Cengage Learning. Powered by Cognero.

Page 128

35. Which of the following is true of people who work in fear-based organizations? a. They lead with head and heart. b. They often leave the organization. c. They take risks and challenge the status quo. d. They respect and trust their managers.

ANSWER: b RATIONALE: A fear-based organization loses its best people, and the knowledge they take with them, to other firms. In addition, even if people stay with the organization, they typically don‘t perform up to their real capabilities.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 188 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Analysis 36. When leaders rely on negative emotions such as fear to fuel productive work, they: a. may slowly destroy people's spirits. b. remove avoidance behavior. c. encourage risk-taking behavior. d. destroy the opportunity to blind employees to reality.

ANSWER: a RATIONALE: Leaders can rely on negative emotions such as fear to fuel productive work, but by doing so they may slowly destroy people‘s spirits, which ultimately is bad for employees and the organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 188 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Comprehension 37. Which of the following is a consequence of the fear inspired by some leaders? a. Avoidance behavior among employees is eliminated. b. Damaging behaviors are avoided. c. Employees do not provide feedback.

Copyright Cengage Learning. Powered by Cognero.

Page 129

d. Employees have positive feelings about their work.

ANSWER: c RATIONALE: When leaders inspire fear, they destroy the opportunity for feedback, blinding them to reality and denying them the chance to correct damaging decisions and behaviors.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 188 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Analysis 38. Which statement is true of leading with love? a. It encourages people to maintain secrecy and cautiousness. b. It attracts people who take risks. c. It helps to maintain an emotional distance among people. d. It binds employees and the organization to the past.

ANSWER: b RATIONALE: Leaders can learn to bind people together for a shared purpose through positive forces such as caring and compassion, listening, and connecting to others on a personal level. The emotion that attracts people to take risks, learn, grow, and move the organization forward comes from love, not fear.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 188 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Comprehension 39. _____ means paying intentional, focused attention in the present moment and doing so without judgmental reactions ANSWER: Mindfulness RATIONALE: Mindfulness means paying intentional, focused attention in the present moment and doing so without judgmental reactions.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 174 QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

Page 130

HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Knowledge 40. The power of the conditioning that limits our thinking and behavior is illustrated by what has been called the _______.

ANSWER: Pike Syndrome RATIONALE: The power of the conditioning that limits our thinking and behavior is illustrated by what has been called the Pike Syndrome.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 177 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Knowledge 41. _____ refers to the effort required to manage one‘s feelings or emotions at work according to the emotional requirements of the situation.

ANSWER: Emotional labor RATIONALE: Emotional labor refers to the effort required to manage one‘s feelings or emotions at work according to the emotional requirements of the situation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 183 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Knowledge 42. _____ enables leaders to look for patterns of movement over time and focus on the qualities of rhythm, flow, direction, shape, and networks of relationships that accomplish the performance of the whole.

ANSWER: Systems thinking RATIONALE: Systems thinking enables leaders to look for patterns of movement over time and focus on the qualities of rhythm, flow, direction, shape, and networks of relationships that accomplish the performance of the whole. It is the ability to see the synergy of the whole rather than just Copyright Cengage Learning. Powered by Cognero.

Page 131

the separate elements of a system and to learn to reinforce or change whole-system patterns.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 169 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Knowledge 43. With _____ motivation, a leader makes one feel valued as a person and provides a sense of meaning and contribution to the community at large.

ANSWER: love-based RATIONALE: Love-based motivation is motivation based on making one feel valued in the job.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 193 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Knowledge 44. _____ refers to a person's abilities to perceive, identify, understand, and successfully manage emotions in self and others.

ANSWER: Emotional intelligence RATIONALE: Emotional intelligence refers to a person‘s abilities to perceive, identify, understand, and successfully manage emotions in self and others. Being emotionally intelligent means being able to effectively manage ourselves and our relationships.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 179 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 132

45. _____ means that leaders who are able to maintain balance and keep themselves motivated become positive role models who motivate and inspire those around them.

ANSWER: Emotional contagion RATIONALE: Emotional contagion means that leaders who are able to maintain balance and keep themselves motivated can serve as positive role models to help motivate and inspire those around them. The energy level of the entire organization increases when leaders are optimistic and hopeful rather than angry or depressed.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 181 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Knowledge 46. _____ refers to the ability to navigate the currents of organizational life, build networks, and effectively use political behavior to accomplish positive results.

ANSWER: Organizational awareness RATIONALE: Organizational awareness refers to the ability to navigate the currents of organizational life, build networks, and effectively use political behavior to accomplish positive results.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 185 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Knowledge 47. _____, a component of emotional intelligence, refers to the ability to understand others.

ANSWER: Social awareness RATIONALE: Social awareness, a component of emotional intelligence, relates to one‘s ability to understand others. Socially aware leaders practice empathy, which means being able to put one‘s self in other people‘s shoes, sense their emotions, and understand their perspective.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 185 QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

Page 133

HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Knowledge 48. The components of emotional intelligence include _____, self-awareness, self-management, and relationship management.

ANSWER: social awareness RATIONALE: The four components of emotional intelligence are self-awareness, self-management, social awareness, and relationship management.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 185 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Analysis 49. Organizations driven by _____ are marked by an emphasis on positive interpersonal relationships.

ANSWER: love RATIONALE: Organizations driven by love are marked by openness and authenticity, a respect for diverse viewpoints, and emphasis on positive interpersonal relationships.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 188 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Knowledge 50. What are mental models? What is their importance?

ANSWER: Mental models are theories people hold about specific systems in the world and their expected behavior. A system means any set of elements that interact to form a whole and produce a specified outcome. They are important because leaders have many mental models that tend to govern how they interpret experiences and how they act in response to people and Copyright Cengage Learning. Powered by Cognero.

Page 134

situations.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 169-172 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Evaluation 51. Describe the Pike Syndrome. How does it apply to leadership?

ANSWER: The power of the conditioning that limits our thinking and behavior is illustrated by the Pike Syndrome. In an experiment, a northern pike is placed in one half of a large glass-divided aquarium, with numerous minnows placed in the other half. The hungry pike makes repeated attempts to get the minnows but succeeds only in battering itself against the glass, finally learning that trying to reach the minnows is futile. The glass divider is then removed, but the pike makes no attempt to attack the minnows because it has been conditioned to believe that reaching them is impossible. When people assume they have complete knowledge of a situation because of past experiences, they exhibit the Pike Syndrome, a trained incapacity that comes from rigid commitment to what was true in the past and an inability to consider alternatives and different perspectives.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 177 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Application 52. Describe systems thinking. What is its importance in leadership?

ANSWER: Systems thinking is the ability to see the synergy of the whole rather than just the separate elements of a system and to learn to reinforce or change whole-system patterns. With systems thinking, a leader sees the big picture and connects the dots rather than just looking at the dots in isolation. Systems thinking enables leaders to look for patterns of movement over time and focus on the qualities of rhythm, flow, direction, shape, and networks of relationships that accomplish the performance of the whole. Systems thinking is a mental discipline and framework for seeing patterns and interrelationships. It is important to see organizational systems as a whole because of their complexity. Complexity can overwhelm leaders, undermining confidence. When leaders can see the structures that underlie complex situations, they can facilitate improvement.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 169 Copyright Cengage Learning. Powered by Cognero.

Page 135

QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Evaluation 53. Explain the interdependence of the elements of mind.

ANSWER: All five elements of mind are interrelated. Independent thinking and open-mindedness improve systems thinking and enable personal mastery, helping leaders shift and expand their mental models. Since they are all independent, leaders working to improve even one element of their mental approach can move forward in a significant way toward mastering their minds and becoming more effective.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 174 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Comprehension 54. What are the characteristics of an organization driven by fear?

ANSWER: An organization can hold many kinds of fear, including fear of failure, fear of change, fear of personal loss, fear of being judged, and fear of the boss. All of these fears can prevent people from doing their best, from taking risks, and from challenging and changing the status quo.

Fear gets in the way of people feeling good about their work, themselves, and the organization. It creates an atmosphere in which people feel powerless, so that their confidence, commitment, enthusiasm, imagination, and motivation are diminished. One major drawback of leading with fear is that it creates avoidance behavior because no one wants to make a mistake. Fear in the workplace weakens trust and communication.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 188 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Analysis Copyright Cengage Learning. Powered by Cognero.

Page 136

55. What is a global mindset? Discuss the differences between leaders with and without a global mindset.

ANSWER: A global mindset can be defined as the ability of managers to appreciate and influence individuals, groups, organizations, and systems that represent different social, cultural, political, institutional, intellectual, or psychological characteristics. A manager with a global mindset can perceive and respond to many different perspectives at the same time rather than being stuck in a domestic mental model that sees everything from one‘s own limited personal or cultural perspective.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 171 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Analysis 56. Emotional contagion means that leaders who are able to maintain balance and motivation may become positive role models to help motivate and inspire those around them. Discuss and give examples.

ANSWER: Emotions are contagious. The emotional state of the leader influences the entire team, department, or organization. For example, the energy level of the entire organization increases when leaders are optimistic and hopeful rather than angry or depressed. Therefore, leaders should recognize the importance not only of keeping their own emotions in balance but also of helping others manage negative emotions so they don't infect the entire team or organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 181 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 5-3 - Explain the importance of emotional intelligence, including self-awareness, emotion regulation, personal motivation, empathy, and managing relationships, for effective leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Emotional Intelligence KEYWORDS: Bloom‘s: Application 57. Distinguish between leading with love and leading with fear. Discuss the limitations of leading with fear and the benefits of leading with love.

ANSWER: Traditional organizations have relied on fear as a motivator. Although fear does motivate people, it prevents them from feeling good about their work and often causes avoidance behavior. Fear can reduce trust and communication so that important problems and issues are hidden or suppressed. Leaders can choose to lead with love instead of fear. Love can be thought of as a motivational force that enables people to feel alive, connected, and energized.

People respond to love because it meets unspoken needs for respect and affirmation. Rational thinking is important to leadership, but it takes love to build trust, creativity, and enthusiasm.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 137

DIFFICULTY: Moderate REFERENCES: pp. 188 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Analysis 58. What will happen if Tag's Inc. continues to make products based on an outdated mental model? a. Its products will compete successfully on the market. b. The company will become vulnerable. c. Employees will continue to respect and trust the company's management. d. Employees will secretly work to develop new products.

ANSWER: b RATIONALE: Organizations are vulnerable when leaders stick with obsolete mental models in the face of new realities. For example, market share for the BlackBerry smartphone has plummeted in recent years because leaders at Research in Motion stayed with what worked in the past and had a hard time shifting their mental model to keep the company competitive in an environment that changed quickly with the introduction of Apple and Samsung smartphones.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 169 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Analysis 59. When Marney became the team leader, she made an effort to be mindful, a quality that the previous team leader did not have. Being mindful means that Marney will: a. be open to new ideas. b. encourage team members to work together without conflict. c. interact often with team members. d. reward team members for superior performance.

ANSWER: a RATIONALE: Mindfulness can be defined as a state of focused attention on the present moment and a readiness to create new mental categories in the face of evolving information and shifting circumstances. Mindfulness involves independent thinking, and it requires leader curiosity and learning. Mindful leaders are open-minded and stimulate the thinking of others through their curiosity and questions. Mindfulness is the opposite of mindlessness, which means blindly accepting rules and labels created by others. Mindless people let others do the thinking for them, but mindful leaders are always open to new ideas and approaches.

Copyright Cengage Learning. Powered by Cognero.

Page 138

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 178 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Application 60. Cleo is afraid of being viewed as weak, so she uses only her head when managing her team of employees. Which leadership task is Cleo missing in her management style? a. Setting goals b. Handling operational issues c. Tracking the company's finances d. Developing employees' skills ANSWER: d RATIONALE: To succeed in today‘s environment requires whole leaders who use both head and heart.

Leaders have to use their heads to tend to organizational issues such as goals and strategies, production schedules, structure, finances, operational issues, and so forth. They also have to use their hearts to tend to human issues, such as understanding, supporting, and developing others. Using heart in leadership is particularly important in times of uncertainty and rapid change.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-1 - Identify how mental models and mindsets guide your behavior and relationships.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mental Models KEYWORDS: Bloom‘s: Application 61. Which statement describes a leader practicing critical thinking? a. Brenda focused on the most important issues. b. Jonah sought different opinions. c. Lisa criticized the quality of her employees' work. d. Winston was only pleased when the products his group produced were perfect.

ANSWER: b RATIONALE: Good leaders apply critical thinking to explore a situation, problem, or question from multiple perspectives and integrate all the available information into a possible solution.

When leaders think critically, they question all assumptions, vigorously seek divergent opinions, and try to give balanced consideration to all alternatives.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 139

DIFFICULTY: Moderate REFERENCES: p. 174 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Developing a Leader‘s Mind KEYWORDS: Bloom‘s: Application 62. Which component is the most important part of systems thinking? a. The individual parts of a system b. The complexity of a system c. The relationship among the parts that form the system d. The entire system rather than the parts ANSWER: c RATIONALE: It is the relationship among the parts that form a whole system—whether it be a community, an automobile, a nonprofit agency, a human being, or a business organization—that matters.

Systems thinking enables leaders to look for patterns of movement over time and focus on the qualities of rhythm, flow, direction, shape, and networks of relationships that accomplish the performance of the whole. Systems thinking is a mental discipline and framework for seeing patterns and interrelationships.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 169 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5-2 - Explain the benefits of challenging one‘s thoughts and beliefs to consider alternate perspectives.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 5-3 Developing a Leader's Mind KEYWORDS: Bloom's: Evaluation 63. Which action will inspire employees to put forth their best efforts? a. Cecilia threatens employees with job termination. b. Joey listens carefully to his employees, making them feel valued. c. April sets an example for employees by working long hours, nights, and weekends. d. John gives all of his employees the same raise every year.

ANSWER: b RATIONALE: When leaders inspire fear, they destroy the opportunity for feedback, blinding them to reality and denying them the chance to correct damaging decisions and behaviors.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 188 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 140

HAS VARIABLES: False LEARNING OBJECTIVES: 5-4 - Differentiate between motivating others based on fear and motivating others based on love.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Love or Fear?

KEYWORDS: Bloom‘s: Application

1. Moral leadership is about distinguishing right from wrong and doing right, and seeking the just, the honest, the good, and the right conduct in achieving goals and fulfilling purpose. a. True b. False ANSWER: True RATIONALE: Moral leadership is about distinguishing right from wrong and doing right, and seeking the just, the honest, the good, and the right conduct in achieving goals and fulfilling purpose.

Leaders have great influence over others, and moral leadership uplifts people and enhances the lives of others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 215 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Knowledge 2. Putting people and relationships above making money is building a culture of integrity. a. True b. False ANSWER: True RATIONALE: Kip Tindell built a culture of integrity and ethical leadership at the Container Store by putting people and relationships above making money.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 210 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: 6-1 Moral Leadership Today KEYWORDS: Bloom's: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 141

3. Unethical leaders tend to diminish the dignity of others as a means to an end. a. True b. False ANSWER: True RATIONALE: Unethical leaders often take credit for followers' accomplishments and diminish the dignity of others by treating people with discourtesy and disrespect. Unethical leaders often see followers as a means to an end.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 211 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: 6-1 Moral Leadership Today KEYWORDS: Bloom's: Comprehension 4. Employees learn about the values of the organization only through training and onboarding. a. True b. False ANSWER: False RATIONALE: The single most important factor in ethical decision-making in organizations is whether leaders show a commitment to ethics in their words and especially their behavior. Employees learn about the values that are important in the organization by observing leaders.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 213 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-2 - Differentiate between ethical and unethical leadership.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Acting Like a Moral Leader KEYWORDS: Bloom's: Knowledge 5. A leader who is egocentric and concerned with receiving external rewards and avoiding punishments is at a postconventional level of moral leadership. a. True b. False ANSWER: False RATIONALE: At the postconventional level of personal moral development, sometimes called the principled level, leaders are guided by an internalized set of principles universally recognized as just and right. A leader at this level is visionary, empowering, and committed to serving others and a higher cause.

Copyright Cengage Learning. Powered by Cognero.

Page 142

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 217 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Knowledge 6. At the conventional level of personal moral development, people learn to conform to the expectations of others. a. True b. False ANSWER: True RATIONALE: At the conventional level, people learn to conform to the expectations of good behavior as defined by colleagues, family, friends, and society.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 216 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Knowledge 7. Participative management encourages employees to make suggestions for quality improvements, act like a team player, and take responsibility. a. True b. False ANSWER: True RATIONALE: The participative dimension of leadership suggests that employees are expected to make suggestions for quality improvements, act as team players, and take responsibility for their own jobs, but they are not allowed to be true partners in the enterprise.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 219 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 143

TOPICS: KEYWORDS:

Servant Leadership Bloom's: Comprehension

8. A principle of stewardship is to direct and control people. a. True b. False ANSWER: False RATIONALE: One of the principles that provide the framework for stewardship is to give decision-making power and the authority to act to those closest to the work and the customer. This means reintegrating the "managing" and the "doing" of work, so that everyone becomes a leader and is also doing some of the core work of the organization. Nobody gets paid simply to plan and manage the work of others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 219-220 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Analysis 9. Stewardship is a belief that leaders are deeply accountable to others as well as to the organization, without trying to control others. a. True b. False ANSWER: True RATIONALE: Stewardship is a belief that leaders are deeply accountable to others as well as to the organization, without trying to control others, define meaning and purpose for others, or take care of others. As stewards, leaders empower followers to make decisions and take control over how they do their own jobs.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 219-220 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge 10. Anger and frustration can be used for positive outcomes. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

Page 144

RATIONALE:

Anger, in moderate amounts, is a healthy emotion that provides energy to move forward. The challenge is to harness anger and use it appropriately.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 230 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension 11. The ability for an individual to recognize that a potential action or decision could affect the welfare of others is called: a. Crime of obedience b. Moral awareness c. Media coverage d. Confidence ANSWER: b RATIONALE: Moral awareness is an individual‘s recognition that a potential action or decision could affect the welfare or interests of self or others in a way that may conflict with ethical standards.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 209 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 6-1 Moral Leadership Today KEYWORDS: Bloom's: Comprehension 12. Which of the following is an example of an ethical pressure that challenges the ability of leaders to do the right thing? a. Showing respect to each individual b. Meeting the demands of vendors or business partners c. Possessing humility d. Encouraging and developing others ANSWER: b RATIONALE: Pressures to cut costs, increase profits, meet the demands of vendors or business partners, and look successful can all contribute to ethical lapses. All leaders want their organizations to appear successful, and they can sometimes do the wrong thing just so they will look good to others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 208 Copyright Cengage Learning. Powered by Cognero.

Page 145

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: 6-1 Moral Leadership Today KEYWORDS: Bloom's: Comprehension 13. The ethical pressures that challenge leaders include: a. doing the right thing despite pressure to increase profits. b. finding new products and services to remain competitive. c. involving employees in teamwork despite individual competition. d. selecting employees with technical skills.

ANSWER: a RATIONALE: Leaders face many pressures that challenge their ability to do the right thing. Pressures to cut costs, increase profits, meet the demands of vendors or business partners, and look successful can all contribute to ethical lapses.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 208 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: 6-1 Moral Leadership Today KEYWORDS: Bloom's: Application 14. At the money-management firm BlackRock Inc., top leaders publicly fired two executives for having romantic relationships with subordinates. This is an example of: a. arrogance. b. unethical behavior. c. servant leadership. d. stewardship.

ANSWER: b RATIONALE: At the money-management firm BlackRock Inc., top leaders publicly fired two executives for having romantic relationships with subordinates. BlackRock announced in a memo to all 16,000 employees what happened and why, communicating that the company would hold everyone to high ethical standards.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 213 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-2 - Differentiate between ethical and unethical leadership.

Copyright Cengage Learning. Powered by Cognero.

Page 146

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Ethics - Ethics United States - AK - DISC: Ethical Responsibilities Acting Like an Ethical Leader Bloom's: Application

15. Which of the following is a behavioral trait of unethical leaders? a. Establishing and communicating ethics policies b. Withholding help and support c. Rewarding ethical conduct d. Setting examples for others ANSWER: b RATIONALE: Refer to Exhibit 6.1. An unethical leader is arrogant and self-serving, excessively promotes self-interest, practices deception, breaches agreements, deals unfairly, shifts blame to others, diminishes others‘ dignity, neglects follower development, withholds help and support, and lacks the courage to confront unjust acts.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 210 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Moral Leadership Today KEYWORDS: Bloom's: Analysis 16. The actions that make leaders go wrong include: a. breaching agreements. b. promoting follower development. c. having the courage to confront unjust acts. d. taking responsibility.

ANSWER: a RATIONALE: Refer to Exhibit 6.1. An unethical leader is arrogant and self-serving, excessively promotes self-interest, practices deception, breaches agreements, deals unfairly, shifts blame to others, diminishes others‘ dignity, neglects follower development, withholds help and support, and lacks the courage to confront unjust acts.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 210 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Moral Leadership Today Copyright Cengage Learning. Powered by Cognero.

Page 147

KEYWORDS:

Bloom's: Analysis

17. Peers and subordinates with lax ethical standards: a. do what is right. b. feel free to act as they choose. c. show a commitment to ethics in their behavior. d. operate at a postconventional level.

ANSWER: b RATIONALE: One of the primary ways leaders contribute to an ethical organization is by speaking up against acts they believe are wrong. If a leader knows someone is being treated unfairly by a colleague and does nothing, the leader is setting a precedent for others to behave unfairly as well. Peers and subordinates with lax ethical standards feel free to act as they choose.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 211 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Moral Leadership Today KEYWORDS: Bloom's: Comprehension 18. Patricia is a member of the board of directors of Brightlake Medical College. She fires a teacher with lax ethical standards who treats their colleagues unfairly. In the given scenario, she is committed to: a. creating closed-door policies. b. avoiding shareholder questions. c. firing principals who do not produce short-term results. d. sound ethics and transparency.

ANSWER: d RATIONALE: In the given scenario, Patricia is committed to sound ethics and transparency. If a leader knows someone is being treated unfairly by a colleague and does nothing, the leader is setting a precedent for others to behave unfairly as well. Peers and subordinates with lax ethical standards feel free to act as they choose.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 220 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Servant Leadership KEYWORDS: Bloom‘s: Application 19. Leaders can create organizational systems that support ethical behavior by: Copyright Cengage Learning. Powered by Cognero.

Page 148

a. showing tolerance for ethics violations. b. establishing vague ethics policies. c. establishing general ethics policies. d. creating open-door policies.

ANSWER: d RATIONALE: Leaders create organizational systems and policies that support ethical behavior, such as creating open-door policies that encourage people to talk about anything without fear, establishing clear ethics codes, rewarding ethical conduct, and showing zero tolerance for violations. Most companies have established codes of ethics to guide employee behavior or lists of core values that employees are expected to honor.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 215 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-2 - Differentiate between ethical and unethical leadership.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Acting Like a Moral Leader KEYWORDS: Bloom's: Comprehension 20. Moral leadership is about: a. distinguishing right from wrong. b. taking away from others to enhance oneself. c. rewarding unethical conduct. d. nonconformity.

ANSWER: a RATIONALE: Moral leadership is about distinguishing right from wrong and doing right, and seeking the just, the honest, the good, and the right conduct in achieving goals and fulfilling purpose.

Leaders have great influence over others, and moral leadership uplifts people and enhances the lives of others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 215 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Knowledge 21. People at the conventional level of personal moral development: a. act in their own interest. b. follow internalized universal principles of justice and right. c. follow authority with blind obedience.

Copyright Cengage Learning. Powered by Cognero.

Page 149

d. fulfill duties and obligations of the social system.

ANSWER: d RATIONALE: At level two of personal moral development, the conventional level, people learn to conform to the expectations of good behavior as defined by colleagues, family, friends, and society.

People at the conventional level of personal moral development adhere to the norms of the larger social system.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 216 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Comprehension 22. Most adults operate at level _____ of personal moral development. a. one b. two c. three d. four ANSWER: b RATIONALE: Most adults operate at level two of moral development, and some have not advanced beyond level one. At level two, the conventional level, people learn to conform to the expectations of good behavior as defined by colleagues, family, friends, and society.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 217 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Knowledge 23. At the _____ of personal moral development, a leader can balance self-interest with a concern for others and for the common good. a. conventional level b. preconventional level c. postconventional level d. paraconventional level ANSWER: c RATIONALE: At the postconventional level, sometimes called the principled level, leaders are guided by an Copyright Cengage Learning. Powered by Cognero.

Page 150

internalized set of principles universally recognized as just and right. People at this level may even disobey rules or laws that violate these principles. These internalized values become more important than the expectations of other people in the organization or community.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 217 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Knowledge 24. A leader at the postconventional level of personal moral development focuses on: a. getting a high return on investment. b. short-term goals. c. serving others and a higher cause. d. excessively promoting self-interest.

ANSWER: c RATIONALE: At the third or postconventional level of moral development, a leader is visionary, empowering, and committed to serving others and a higher cause. These leaders can impartially apply universal standards to resolve moral conflicts and balance self-interest with a concern for others and for the common good.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 217 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Comprehension 25. _____ transcend self-interest to serve the needs of others. a. Authoritarian managers b. Participative managers c. Servant leaders d. Stewards ANSWER: c RATIONALE: Servant leadership is leadership upside down. Servant leaders transcend self-interest to serve the needs of others, help others grow and develop, and provide opportunity for others to gain materially and emotionally.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 151

DIFFICULTY: Easy REFERENCES: p. 218 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge 26. Servant leadership is a form of leadership in which: a. leaders are deeply accountable to others. b. leaders do not provide opportunities for material gains. c. self-interest is replaced by providing for the needs of others. d. power, purpose, and privilege reside with those at the top of the organization.

ANSWER: c RATIONALE: Servant leadership is leadership upside down. Servant leaders transcend self-interest to serve the needs of others, help others grow and develop, and provide opportunity for others to gain materially and emotionally.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 218 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge 27. Which form of leadership emphasizes tight, top-down control, employee standardization and specialization, and management by impersonal measurement and analysis? a. Stewardship b. Authoritarian management c. Servant leadership d. Participative management ANSWER: b RATIONALE: The authoritarian management mindset emphasizes tight, top-down control, employee standardization and specialization, and management by impersonal measurement and analysis. Power, purpose, and privilege reside with those at the top of the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 219 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

Copyright Cengage Learning. Powered by Cognero.

Page 152

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Servant Leadership Bloom's: Knowledge

28. The framework for stewardship involves: a. separating the ―managing‖ and the ―doing‖ of work. b. teams of workers responding to a changing environment. c. the view that workers are basically lazy. d. the idea that few people should get paid simply to manage work.

ANSWER: b RATIONALE: One of the principles that provide the framework for stewardship is expecting core work teams to build the organization. Teams of employees define goals, maintain controls, create a nurturing environment, and organize and reorganize themselves to respond to a changing environment and marketplace.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 219-220 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Analysis 29. Which form of leadership was first described by Robert Greenleaf? a. Servant leadership b. Authoritarian leadership c. Participative leadership d. Stewardship ANSWER: a RATIONALE: Servant leadership was first described by Greenleaf in his book, Servant Leadership. The servant leader‘s top priority is service to employees, customers, shareholders, and the general public.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 221 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 153

30. A servant leader: a. helps others grow and develop and provides opportunities for others. b. expects subordinates to be obedient. c. is responsible for the emotional well-being of subordinates. d. is at the preconventional level of personal moral development.

ANSWER: a RATIONALE: Servant leadership is leadership upside down. Servant leaders transcend self-interest to serve the needs of others, help others grow and develop, and provide opportunity for others to gain materially and emotionally.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 218 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge 31. One of the four basic precepts in Greenleaf's servant leadership model is: a. asking subordinates to follow orders. b. expecting core work teams to build the organization. c. putting self-interest before service. d. listening first to affirm others.

ANSWER: d RATIONALE: The four basic precepts in Robert Greenleaf's model of servant leadership are: listening first to affirm others; putting service before self-interest; inspiring trust by being trustworthy; and nourishing others and helping them become whole.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 221-222 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Analysis 32. The management at Eastrock School of Business and Management has given janitors the responsibility of managing supplies while keeping within the budget. Thus, the janitors feel that they are part of the team that keeps the organization running smoothly. In the given scenario, the management‘s style of leadership is: a. preconventional management. b. servant leadership. c. authoritarian leadership.

Copyright Cengage Learning. Powered by Cognero.

Page 154

d. participative management.

ANSWER: b RATIONALE: In the given scenario, the management‘s style of leadership is servant leadership. Servant leadership can mean something as simple as encouraging others in their personal development and helping them understand the larger purpose in their work.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: pp. 218 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom‘s: Application 33. Leadership courage means: a. overemphasizing pleasing shareholders. b. excessively promoting self-interest. c. reducing boundaries. d. staying with what is familiar.

ANSWER: c RATIONALE: Leadership courage means going against the grain, breaking traditions, reducing boundaries, and initiating change. Leaders are willing to take risks for a larger, ethical purpose, and they encourage others to do so.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 223 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Leading With Courage KEYWORDS: Bloom's: Knowledge 34. Which of the following is a way in which the importance of courage is obscured by leaders in large organizations? a. By pushing beyond the comfort zone b. By not conforming c. By asking for what they want and think is right d. By doing whatever brings promotions and pay raises ANSWER: d RATIONALE: Some people believe that without courage, leadership cannot exist. However, for many leaders, particularly those working in large organizations, the importance of courage is easily obscured—the main thing is to get along, fit in, and do whatever brings promotions and pay raises.

Copyright Cengage Learning. Powered by Cognero.

Page 155

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 223 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension 35. Which statement is true of courage? a. It means asking for what you want. b. It prevents other people from doing what they want. c. It does not apply to moral leadership. d. It means the absence of fear.

ANSWER: a RATIONALE: Courage means asking for what you want and saying what you think. Leaders have to speak out to influence others. However, the desire to please others—especially the boss—can sometimes block the truth. Everyone wants approval, so it is difficult to say things when you think others will disagree or disapprove. Courage means speaking your mind even when you know others may disagree with you and may even deride you. Courage also means asking for what you want and setting boundaries. It is the ability to say no to unreasonable demands from others, as well as the ability to ask for what you need to help achieve the vision.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 223 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension 36. At InfraTrust Securities Inc., CEO William Klug refused to admit mistakes. Even though InfraTrust teetered on the brink of collapse, he refused to shift from his position. In the end, the company went bankrupt. This example shows that: a. courage means accepting responsibility. b. leaders initiate change. c. courage means drawing strength from others. d. leaders make a real difference.

ANSWER: a RATIONALE: This example shows that courage means accepting responsibility. Leaders make a real difference in the world when they are willing to step up and take personal responsibility.

Courageous leaders create opportunities to make a difference in their organizations and communities.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 156

DIFFICULTY: Moderate REFERENCES: p. 223 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Leading with Courage KEYWORDS: Bloom‘s: Application 37. The tendency of people to not voice their true thoughts because they want to please others is known as: a. the situational theory. b. the Abilene Paradox. c. personal moral development. d. Theory Y. ANSWER: b RATIONALE: The Abilene Paradox is the name Harvey, a researcher, uses to describe the tendency of people to not voice their true thoughts because they want to please others. Courage means speaking your mind even when you know others may disagree with you and may even deride you.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 227 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension 38. For leaders, pushing beyond the comfort zone and facing the internal "wall of fear" is an act of: a. courage. b. vision. c. goal setting. d. ethics.

ANSWER: a RATIONALE: To take a chance to improve things means leaders have to push beyond their comfort zone and encounter an internal ―wall of fear.‖ Facing the internal wall of fear is when courage is needed most.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 226 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

Copyright Cengage Learning. Powered by Cognero.

Page 157

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Ethics United States - AK - DISC: Ethical Responsibilities Leading with Courage Bloom's: Comprehension

39. Colleen, a medical researcher at Octogen Pharmaceuticals, called attention to the illegal marketing of a drug produced by the company, despite threats from her superiors. Colleen's behavior can be best described as: a. unethical behavior. b. authoritarian leadership. c. stewardship. d. whistleblowing.

ANSWER: d RATIONALE: Colleen‘s behavior can best be described as whistleblowing. Whistleblowing means employee disclosure of illegal, immoral, or unethical practices in the organization. It is highly risky for employees to blow the whistle because they may lose their jobs, be ostracized by coworkers, or be transferred to undesirable positions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 223 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Leading with Courage KEYWORDS: Bloom‘s: Application 40. Which of the following is a source of personal courage? a. Believing in a higher purpose b. Becoming a participative leader c. Opposing unethical conduct d. Giving in to anger and frustration ANSWER: a RATIONALE: Courage comes easily when we fight for something we really believe in. Leaders who have a strong emotional commitment to a larger vision or purpose find the courage to step through fear.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 223 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 158

41. A(n) _____ leader possesses arrogance, promotes self-interest, breaches agreements, diminishes others‘ dignity, and blames others.

ANSWER: unethical RATIONALE: Refer to Exhibit 6.1. Unethical leaders are arrogant and self-serving, breach agreements, diminish others‘ dignity, and blame others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 210 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Moral Leadership Today KEYWORDS: Bloom's: Comprehension 42. _____ requires recognizing and adhering to ethical values and acknowledging the importance of human meaning, quality, and higher purpose.

ANSWER: Moral leadership RATIONALE: Moral leadership doesn‘t mean ignoring profit and loss, share price, production costs, and other hard, measurable facts, but it does require recognizing and adhering to ethical values and acknowledging the importance of human meaning, quality, and higher purpose.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 215 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-2 - Differentiate between ethical and unethical leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: Acting Like a Moral Leader KEYWORDS: Bloom's: Comprehension 43. At the _____ of personal moral development, individuals are egocentric and concerned with receiving external rewards and avoiding punishments.

ANSWER: preconventional level RATIONALE: At the preconventional level of personal moral development, individuals are egocentric and concerned with receiving external rewards and avoiding punishments.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 216 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

Page 159

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Becoming a Moral Leader Bloom's: Knowledge

44. At the _____ level of personal moral development, an individual follows the rules to avoid punishment.

ANSWER: preconventional RATIONALE: Refer to Exhibit 6.4. At the preconventional level of personal moral development, the leader acts in their own interest and follows rules to avoid punishment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 216 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Becoming a Moral Leader KEYWORDS: Bloom's: Knowledge 45. _____ is leadership in which the leader provides opportunities for others to gain materially and emotionally.

ANSWER: Servant leadership RATIONALE: Servant leadership is leadership upside down. Servant leaders transcend self-interest to serve the needs of others, help others grow and develop, and provide opportunity for others to gain materially and emotionally.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 218 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge 46. The _____ leadership mindset emphasizes tight. top-down control, employee standardization and specialization, and management by impersonal measurement and analysis.

ANSWER: authoritarian management RATIONALE: The traditional understanding of leadership is that leaders are good managers who direct and control their people. This authoritarian management leadership mindset emphasizes tight, top-down control, employee standardization and specialization, and management by impersonal measurement and analysis.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 219 QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

Page 160

HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge 47. _____ is a belief that leaders are deeply accountable to others as well as to the organization, without trying to control others, define meaning and purpose for others, or take care of others.

ANSWER: Stewardship RATIONALE: Stewardship is a belief that leaders are deeply accountable to others as well as to the organization, without trying to control others, define meaning and purpose for others, or take care of others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 220 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge 48. In _____, employees are expected to make suggestions for quality improvements, act as team players, and take greater responsibility for their own jobs, but they are not allowed to be true partners in the enterprise.

ANSWER: participative management RATIONALE: In participative management, employees are expected to make suggestions for quality improvements, act as team players, and take greater responsibility for their own jobs, but they are not allowed to be true partners in the enterprise.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 218-219 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Knowledge 49. _____ is the mental and moral strength to perform a work-relevant act for a worthy cause despite the threat of personal loss or pain.

ANSWER: Workplace courage RATIONALE: Workplace courage is the mental and moral strength to perform a work-relevant act for a worthy cause despite the threat of personal loss or pain. Courage doesn‘t mean the absence of doubt, confusion, or fear, but the ability to act in spite of them when it is necessary for the Copyright Cengage Learning. Powered by Cognero.

Page 161

greater good. In fact, if there were no fear or doubt, courage would not be needed.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 224 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading with Courage KEYWORDS: Bloom's: Knowledge 50. _____ is highly risky for employees because they may lose their jobs, be ostracized by coworkers, or be transferred to undesirable positions.

ANSWER: Whistleblowing RATIONALE: Whistleblowing means employee disclosure of illegal, immoral, or unethical practices in the organization. It is highly risky for employees to blow the whistle because they may lose their jobs, be ostracized by coworkers, or be transferred to undesirable positions.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 229 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Leading with Courage KEYWORDS: Bloom's: Analysis 51. Briefly describe moral leadership.

ANSWER: Many leaders forget that business is about values, not just economic performance. Moral leadership does not mean ignoring profit and loss, stock price, production costs, and other hard, measurable facts, but it does require recognizing the importance of moral values, human meaning, quality, and higher purpose. Despite the corporate realities of greed, competition, and the drive to achieve goals and profits, leaders can act based on moral values and encourage others to develop and use moral values in the workplace.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 215 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 6-2 - Differentiate between ethical and unethical leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Acting Like a Moral Leader KEYWORDS: Bloom's: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 162

52. Briefly explain the concept of servant leadership as described by Robert Greenleaf.

ANSWER: Servant leadership was first described by Robert Greenleaf in his book, Servant Leadership.

According to Greenleaf, servant leaders put service before self-interest, listen first to affirm others, inspire trust by being trustworthy, and nourish others and help them become whole.

The servant leader‘s top priority is service to employees, customers, shareholders, and the general public. Leadership flows out of the act of service because it enables other people to grow and become all they are capable of being.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 221 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Servant Leadership KEYWORDS: Bloom's: Comprehension 53. Briefly describe workplace courage.

ANSWER: Workplace courage is the mental and moral strength to perform a relevant act for a worthy cause despite the threat of personal loss or pain. Courage does not mean the absence of doubt, confusion, or fear, but the ability to act in spite of them when it is necessary for the greater good. In fact, if there were no fear or doubt, courage would not be needed. True leaders step through fears to accept responsibility, take risks, make changes, speak their minds, and fight for what they believe.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 225-226 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension 54. Why is whistleblowing an act of courage?

ANSWER: Whistleblowing means employee disclosure of illegal, immoral, or unethical practices in the organization. It is highly risky for employees to blow the whistle because they may lose their jobs, be ostracized by coworkers, or be transferred to undesirable positions. Most whistleblowers realize they may suffer financially and emotionally. Nevertheless, they act courageously to do what they think is right. Thus, ethical whistleblowing is an expression of courage in organizations.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 229 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 163

LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension 55. In what ways can leaders unlock the courage within themselves?

ANSWER: All of us have the potential to live and act courageously. There are a number of ways leaders can unlock the courage within themselves, including committing to causes they believe in, connecting with others, harnessing anger, and developing their skills. Leaders who have a strong emotional commitment to a larger vision or purpose find the courage to step through fear. Caring about others and gaining support from others is a potent source of courage.

People who feel alone in the world take fewer risks because they have more to lose. Anger, in moderate amounts, is a healthy emotion that provides energy to move forward. The challenge is to harness anger and use it appropriately. Courageous leaders are not reckless and foolhardy; they typically have developed the skills and resources they need to take a difficult stand or pursue a tough course of action. In addition, courageous leaders can develop courageous followers by modeling courage in their own behavior and by helping people practice courage.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 223-228 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension 56. What pressures do leaders face that challenge their ability to work ethically?

ANSWER: Leaders face many pressures that challenge their ability to do the right thing. The most dangerous obstacles for leaders are personal weakness and self-interest. Pressures to cut costs, increase profits, meet the demands of vendors or business partners, and look successful can all contribute to ethical lapses. Another challenge in today's business environment is an overemphasis on pleasing shareholders, which may cause some managers to behave unethically toward customers, employees, and the broader society.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 212 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 6-1 Moral Leadership Today KEYWORDS: Bloom's: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 164

57. Describe how the current ethical climate in U.S. business can be improved.

ANSWER: Answers will vary. Students should focus on the responsibility leaders have for setting the ethical climate and acting as positive role models. Exhibit 6.1 lists the differences in behaviors of ethical and unethical leaders.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 210 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: 6-1 Moral Leadership Today KEYWORDS: Bloom's: Analysis 58. How can anger and frustration turn into courage?

ANSWER: Answers will vary. Students should explain that a moderate amount of anger is a healthy emotion that helps a person overcome fear and provides the energy to move forward.

Harnessing that anger and using it appropriately can help one unlock courage from within.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 230 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 6-5 - Summarize the importance of recognizing courage in others and within yourself.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading with Courage KEYWORDS: Bloom's: Comprehension 59. Alex is preparing the financial report for Evans Corp.'s annual report. His manager, Sadie, has instructed him to inflate the numbers in order to meet short-term earnings goals. By doing this, Sadie: a. is putting the organization first before her own self-interest. b. is displaying full-scale corruption. c. wants to meet the demands of vendors. d. wants to please shareholders.

ANSWER: d RATIONALE: A challenge in today's business environment is an overemphasis on pleasing shareholders, which may cause some managers to behave unethically toward customers, employees, and the broader society. Managers are under enormous pressure to meet short-term earnings goals, and some even use accounting gimmicks or other techniques to show returns that meet market expectations rather than reflect true performance.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 207-209 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 165

HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: 6-1 Moral Leadership Today KEYWORDS: Bloom's: Application 60. On your first day at D'Liscious Lunches, your new coworker tells you that Danny, your supervisor, is unethical.

Which behavior could you expect Danny to do? a. Danny might blame someone else for his mistake. b. Danny might be polite to all of his coworkers and customers. c. Danny might teach you how to use the cash register. d. Danny might work extra hours instead of leaving the restaurant short-handed.

ANSWER: a RATIONALE: Ethical leaders tend to accept the blame when things go wrong, whereas unethical leaders often shift the blame to others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 212 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-1 - Explain the importance of a leader‘s ability to combine a rational approach to leadership with a concern for people and ethics.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: Moral Leadership Today KEYWORDS: Bloom‘s: Application 61. You think that you are at the postconventional level of personal moral development. Which behavior distinguishes you from people at the other levels? a. You act in your own interest. b. You act independently, regardless of your friends' expectations. c. You follow the norms at school and work. d. You try to fit in with your coworkers.

ANSWER: b RATIONALE: At the postconventional level, sometimes called the principled level, leaders are guided by an internalized set of principles universally recognized as just and right. People at this level may even disobey rules or laws that violate these principles. These internalized values become more important than the expectations of other people in the organization or community.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 217 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-3 - Examine your own stage of moral development and wasy to accelerate your moral maturation.

Copyright Cengage Learning. Powered by Cognero.

Page 166

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Promotion - BUSPROG: Analytic United States - AK - DISC: Leadership Principles Becoming a Moral Leader Bloom's: Application

62. Kasper Inc. wants its workers to act ethically, treat each other well, and treat its customers well. What is the most effective way to communicate this to the workers? a. The leaders should model the behavior they want the workers to follow. b. The leaders should create a code of ethics. c. The leaders should hold meetings to talk about customer service. d. Employees who act unethically should be punished.

ANSWER: a RATIONALE: Despite the corporate realities of greed, competition, and the drive to achieve goals and profits, leaders can act based on moral values and encourage others to develop and use moral values and adhere to ethical standards of conduct in the workplace. The single most important factor in ethical decision-making in organizations is whether leaders show a commitment to ethics in their talk and especially their behavior. Employees learn about the values that are important in the organization by watching leaders.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 212 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Ethics STATE STANDARDS: United States - AK - DISC: Ethical Responsibilities TOPICS: 6-2 Acting Like a Moral Leader KEYWORDS: Bloom's: Evaluation 63. One of the four basic principles that form the framework for stewardship is: a. transcend self-interest. b. tie rewards to contributions. c. inspire trust by being trustworthy. d. be a whistleblower.

ANSWER: b RATIONALE: The four principles that provide the framework for stewardship are (1) avoid a partnership mindset, (2) give decision-making power and the authority to act to those closest to the work and the customer, (3) tie rewards to contributions rather than formal positions, and (4) expect core work teams to build the organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 220 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6-4 - Apply the principles of stewardship and servant leadership.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 167

TOPICS: KEYWORDS:

Servant Leadership Bloom's: Analysis

1. A leader who is all action and little vision is a doer. a. True b. False ANSWER: True RATIONALE: A leader who is all action and little vision is a doer. They may be a hard worker and dedicated to the job and the organization, but the doer is working blind.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 244 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-1 - Explain the relationship among vision, mission, strategy, and mechanisms for execution.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader‘s Job: Looking Forward KEYWORDS: Bloom‘s: Comprehension 2. Leaders look for patterns in what they see and hear and seek new insights over accepting an easy answer. a. True b. False ANSWER: True RATIONALE: Leaders look for patterns in what they see and hear and seek new insights rather than accepting the easy answer.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 246 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-1 - Explain the relationship among vision, mission, strategy, and mechanisms for execution.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader‘s Job: Looking Forward KEYWORDS: Bloom‘s: Comprehension 3. Vision is a vivid mental image of what the organization will accomplish in the future. a. True b. False ANSWER: True RATIONALE: Vision is a vivid mental image of what the organization will accomplish in the future.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 168

DIFFICULTY: Moderate REFERENCES: pp. 248 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Comprehension 4. A powerful vision frees people from the mundane by providing them with a challenge that requires them to give their best. a. True b. False ANSWER: True RATIONALE: A powerful vision frees people from the mundane by providing them with a challenge that requires them to give their best. Vision also provides a measure by which employees can gauge their contributions to the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 248 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Comprehension 5. A mission is an ambitious desire for the future. a. True b. False ANSWER: False RATIONALE: Mission the organization‘s core broad purpose and reason for existence.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 256 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 169

6. Visions tend to grow and change in the face of changing technologies, economic conditions, or other environmental shifts. a. True b. False ANSWER: True RATIONALE: Visions grow and change, whereas the mission persists in the face of changing technologies, economic conditions, or other environmental shifts.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 248 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Knowledge 7. A leader using the approach of excellence focuses on finding or creating something new. a. True b. False ANSWER: False RATIONALE: With the approach of excellence, rather than emphasizing discovery, leaders focus people on being their best, both on an individual and an organizational level.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 253-254 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-3 - Describe the types and importance of personal visions held by employees.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 7-3 Leaders Ignite Individual Purpose in Others KEYWORDS: Bloom‘s: Knowledge 8. Strategic leaders react to environmental changes rather than studying the events that have already taken place and acting based on their anticipation of what the future might be like. a. True b. False ANSWER: False RATIONALE: Rather than reacting to environmental changes, strategic leaders study the events that have already taken place and act based on their anticipation of what the future might be like.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 262 QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

Page 170

HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leaders as strategist KEYWORDS: Bloom‘s: Comprehension 9. Focusing on strategy formulation helps companies create value for their customers. a. True b. False ANSWER: False RATIONALE: Focusing on core competencies and attaining synergy helps companies create value for their customers. Value can be defined as the combination of benefits received and costs paid by the customer.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 264 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leaders as Strategist KEYWORDS: Bloom‘s: Comprehension 10. Strategy execution is the most important as well as the most difficult part of strategic management. a. True b. False ANSWER: True RATIONALE: Strategy execution, sometimes called implementation, is the most important as well as the most difficult part of strategic management, and leaders must carefully and consistently manage the execution process to achieve results.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 264 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leaders as Strategist KEYWORDS: Bloom‘s: Evaluation 11. To be a(n) _____, one has to communicate a vision that taps into dreams for the future and links those dreams with strategic actions. a. dreamer Copyright Cengage Learning. Powered by Cognero.

Page 171

b. uninvolved leader c. doer d. effective leader ANSWER: RATIONALE:

d Effective leaders communicate a vision that taps into dreams for the future and links those dreams with strategic actions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 245 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-1 - Explain the relationship among vision, mission, strategy, and mechanisms for execution.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader‘s Job: Looking Forward KEYWORDS: Bloom‘s: Comprehension 12. Which statement is true of strategic leadership? a. It involves the strength to be based in a future that is substantially different from the status quo but is concerned with the current reality. b. It intends to establish an environment where leaders see things the same way or make the same choices. c. It involves the ability to work with others to initiate changes that will create a competitive advantage for the organization in the future. d. It involves the ability to maintain the status quo rather than bringing change.

ANSWER: c RATIONALE: Strategic leadership means the ability to anticipate and envision the future, maintain flexibility, think strategically, and work with others to initiate changes that will create a competitive advantage for the organization in the future.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 262 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Knowledge 13. Identify the correct statement regarding strategic leadership. a. It is responsible for the relationship of the external environment to choices about vision, mission, and strategy, and their execution. b. It is a form of leadership that comes naturally to individuals. c. It reacts to environmental changes, rather than studying the events that have already taken place and acting based on their anticipation of what the future might be like. d. It is the most important as well as the most difficult part of strategy execution.

Copyright Cengage Learning. Powered by Cognero.

Page 172

ANSWER: RATIONALE:

a Strategic leadership is responsible for the relationship of the external environment to choices about vision, mission, and strategy, and their execution.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 262 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Comprehension 14. Which of the following is a difference between strategies and execution? a. Strategies specify what we do right now, whereas execution provides direction for translating a vision into action. b. Strategies do not come naturally, whereas execution comes naturally. c. Strategies are more important than execution in strategic leadership. d. Strategies are intentions, whereas execution occurs through the basic organizational architecture that makes things happen.

ANSWER: d RATIONALE: Strategies are intentions, whereas execution occurs through the basic organizational architecture that makes things happen. Strategy provides direction for translating the vision into action and is the basis for the development of specific mechanisms to help the organization achieve goals. Execution specifies ―what we do right now.‖ POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 247-2 48 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-1 - Explain the relationship among vision, mission, strategy, and mechanisms for execution.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader‘s Job: Looking Forward KEYWORDS: Bloom‘s: Analysis 15. Which statement is true of strategic thinkers? a. They avoid signs of change that could hurt their organization. b. They explain what this new thing means to each person. c. They retain their own and others' assumptions and mental models. d. They accept an answer rather than looking for patterns in what they see and hear.

ANSWER: b RATIONALE: Strategic thinkers create ongoing communication; teach the ―why‖; explain what this new thing means to each person; and detail what is not changing.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 173

DIFFICULTY: Moderate REFERENCES: p. 266 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Comprehension 16. To improve strategic leadership, leaders can: a. accept an answer rather than looking for patterns in what they see and hear. b. ignore buy-in among employees and other stakeholders who may have conflicting views and interests. c. identify weak points in the necessary skills required for thinking strategically and work toward correcting them. d. stick to their own and others' mental models and assumptions as challenging them can cause a sense of disorientation.

ANSWER: c RATIONALE: To improve strategic leadership, leaders can identify weak points in skills required for thinking strategically and work toward correcting them.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 266 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Comprehension 17. Which statement is true of an organization's vision? a. It is the property of a leader. b. It cannot be realistically achieved. c. It is a phenomenon that is readily attainable. d. It is a view that everyone involved can believe in.

ANSWER: d RATIONALE: A vision is an ambitious view of the future that everyone involved can believe in; one that can realistically be achieved, yet one that offers a future that is better in important ways than what now exists.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

Copyright Cengage Learning. Powered by Cognero.

Page 174

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Leadership Vision Bloom‘s: Knowledge

18. An effective vision: a. is the property of the leader. b. sets a standard of excellence and integrity. c. is always focused on the past. d. happens naturally.

ANSWER: b RATIONALE: An effective vision provides a link between today and tomorrow, serves to energize employees and focus their attention, provides meaning for people‘s work, and sets a standard of excellence and integrity in the organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Comprehension 19. Which statement is true of vision? a. It needs to be the property of the leader alone. b. It needs to transcend the bottom line to provide employees with a sense of meaning and purpose. c. It needs to serve as an opportunity to allow people to penetrate places where they have gone before. d. It needs to allow people to remain in their comfort zones.

ANSWER: b RATIONALE: Vision needs to transcend the bottom line to provide employees with a sense of meaning and purpose.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Comprehension 20. A powerful vision: a. is the organization‘s core broad purpose and reason for existence.

Copyright Cengage Learning. Powered by Cognero.

Page 175

b. persists in the face of changing technologies, economic conditions, or other environmental shifts. c. serves as an opportunity for people to go where they have gone before. d. provides a measure by which employees can gauge their contributions to the organization.

ANSWER: d RATIONALE: A powerful vision provides a measure by which employees can gauge their contributions to the organization. Most workers welcome the chance to see how their work fits into the whole.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Comprehension 21. A powerful vision brings out the best in people by: a. giving them an opportunity to go where they have gone before. b. letting them be part of something bigger than themselves. c. being the property of the leader. d. persisting in the face of changing technologies or economic conditions.

ANSWER: b RATIONALE: A powerful vision brings out the best in people by illuminating important values, speaking to people‘s hearts, and letting them be part of something bigger than themselves.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Comprehension 22. Identify the true statement regarding visions. a. Visions are always communicated using a single channel. b. Many visions tend to be the properties of leaders alone. c. Visions fail to be emotional appeals to fundamental human needs. d. Many visions fail to adequately involve employees.

ANSWER: d RATIONALE: Although it may seem obvious that a vision can be achieved only through people, many visions fail to adequately involve employees. Isolated top leaders may come up with a grand idea that other employees find ridiculous, or they might forget that achieving the vision requires understanding and commitment throughout the organization.

Copyright Cengage Learning. Powered by Cognero.

Page 176

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Comprehension 23. In an organization, when every person understands and embraces a vision, _____. a. everyone works in different directions b. the organization becomes self-adapting c. the vision can persist in the face of changing environmental shifts d. everyone is given an opportunity to go where they have gone before ANSWER: b RATIONALE: In an organization, when every person understands and embraces a vision, the organization becomes self-adapting. Although each individual acts independently, everyone is working in the same direction.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Comprehension 24. Diane heads an event management company, Venus Inc. The company encourages an innovative and creative approach to work. Diane plans to cocreate a vision. Which of the following steps should she apply to implement her plan? a. Diane should make a vision that can be the property of the leader. b. Diane should create the final vision statement without several drafts. c. Diane should target a vision for a desired future. d. Diane should communicate the vision using a single channel.

ANSWER: c RATIONALE: As a leader, Diane should target a vision for a desired future. Vision typically begins with the leader, who has a vivid, compelling idea of where the team or organization should go.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

Copyright Cengage Learning. Powered by Cognero.

Page 177

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Leadership Vision Bloom‘s: Application

25. Freddie is the head of operations of Ambassador Inc. He wants to cocreate a vision for his organization. Which of the following steps should Freddie perform? a. Ensure that the vision is the property of the leader. b. Get something down in writing, but make sure people know it is a draft that needs feedback. c. Restrain writing from the heart, remembering that vision is not an emotional appeal to human needs. d. Communicate using a single channel to emphasize that the vision is focused on a single purpose.

ANSWER: b RATIONALE: Freddie should get something down in writing, but make sure people know it is a draft that needs feedback. A leader should write a first draft.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 248 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Analysis 26. Which statement is true of mission? a. It is an ambitious desire for the future. b. It tends to grow and change in the face of environmental shifts. c. It defines the company‘s core values and reason for being. d. It cannot work together with a company's vision.

ANSWER: c RATIONALE: A mission defines the company‘s core values and reason for being, and it provides a basis for creating the vision. The mission is the organization‘s core broad purpose and reason for existence.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 256 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 178

27. Identify the correct statement regarding a mission. a. It is an ambitious desire for the future. b. It serves as the glue that holds the organization together in times of change. c. It cannot work together with the vision of a company. d. It tends to grow and change in the face of changing technologies and environmental shifts.

ANSWER: b RATIONALE: An organizational mission serves as the glue that holds the organization together in times of change and guides strategic choices and decisions about the future. The mission persists in the face of changing technologies, economic conditions, or other environmental shifts.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 257 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Comprehension 28. An effective mission statement: a. does not describe products or services. b. is an ambitious desire for the future. c. does not persist in the face of changing technologies and economic conditions. d. captures people‘s idealistic motivations for why the organization exists.

ANSWER: d RATIONALE: An effective mission statement doesn‘t just describe products or services; it captures people‘s idealistic motivations for why the organization exists.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 256 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Comprehension 29. In companies with excellence as a guiding purpose, _____. a. managers and employees are treated as valuable resources. b. excellence is defined by the customers rather than by work. c. strength and aggressiveness determine the purpose of the organization. d. discovery for its own sake can serve as a noble purpose.

Copyright Cengage Learning. Powered by Cognero.

Page 179

ANSWER: RATIONALE:

a In companies with excellence as a guiding purpose, managers and employees are treated as valuable resources and provided with support to perform at their peak.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 259 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Comprehension 30. The purpose of _____ is to inspire people to see the adventure in their work and experience the joy of a pioneering or entrepreneurial spirit. a. altruism b. heroism c. excellence d. discovery ANSWER: d RATIONALE: The purpose of discovery is to inspire people to see the adventure in their work and experience the joy of a pioneering or entrepreneurial spirit.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 260 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Comprehension 31. Samuel heads a company that manufactures cell phones. He places emphasis on innovation and creation of new products and features rather than imitation of competitors' products. This instance shows that Samuel uses the _____ approach to frame the purpose of his organization. a. excellence b. discovery c. altruism d. heroism ANSWER: b RATIONALE: Samuel uses the discovery approach to frame the purpose of his organization. Many people are inspired by the opportunity to find or create something new. Discovery inspires people to see the adventure in their work and experience the joy of a pioneering or entrepreneurial Copyright Cengage Learning. Powered by Cognero.

Page 180

spirit.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 260 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Application 32. Victoria heads an electronics corporation. She expects each employee to perform to his or her best and be successful.

She wants to achieve production with zero quality control issues. Victoria uses the _____ approach to frame a noble purpose for her organization. a. discovery b. excellence c. altruism d. heroism ANSWER: b RATIONALE: Victoria uses the excellence approach to frame a noble purpose for her organization. With the approach of excellence, leaders focus people on being the best, both on an individual and an organizational level. For these companies, excellence is defined by the work itself rather than by customers.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 260-261 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Application 33. The basis of action for the purpose of altruism is to: a. win almost every competition. b. increase personal happiness. c. be the best always. d. find or create something new.

ANSWER: b RATIONALE: The basis of action for the purpose of altruism is to increase personal happiness. Most people feel good when they are doing something to help others or make their communities or the world a better place.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 181

DIFFICULTY: Moderate REFERENCES: p. 261 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Comprehension 34. Companies with heroism as the basis of noble purpose often: a. reflect almost an obsession with winning. b. emphasize serving others. c. experience the joy of an entrepreneurial spirit. d. inspire others to find or create something new.

ANSWER: a RATIONALE: Heroism means the company‘s purpose is based on being strong, aggressive, and effective.

Companies with this basis of noble purpose often reflect almost an obsession with winning.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 261 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Comprehension 35. If the company‘s purpose is _____, its purpose is based on being strong, aggressive, and effective. a. altruism b. heroism c. excellence d. discovery ANSWER: b RATIONALE: Heroism means the company‘s purpose is based on being strong, aggressive, and effective.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 261 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 182

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Mission Bloom‘s: Knowledge

36. _____ can be defined a company‘s core broad reason for existence. a. A noble purpose b. A mission c. A strategy d. A core value ANSWER: c RATIONALE: The mission is the organization‘s core broad reason for existence. It defines the company‘s core values and reason for being, and it provides a basis for creating the vision.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 257 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Knowledge 37. Which statement is true of strategy? a. Strategy cannot be shifted by leaders. b. Strategy defines the company‘s core values and reason for being, and it provides a basis for creating the vision. c. Strategy involves making decisions every day based on what the organization wants to do and be. d. Strategy is developed by leaders by reacting to environmental changes.

ANSWER: c RATIONALE: Strategy involves making decisions every day based on what the organization wants to do and be. Leaders must be clear on the organization‘s purpose and vision before they can adopt an effective strategy.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 262-264 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Comprehension 38. A change that both produces a high strategic impact and is easy to execute would be: Copyright Cengage Learning. Powered by Cognero.

Page 183

a. a particular choice that has a slow strategic impact in the initial stage. b. an actual behavior within the organization that reflects the desired direction. c. an execution of a strategy which is the easiest part of strategic management. d. a leader‘s first choice for putting strategy into action.

ANSWER: d RATIONALE: The two dimensions considered are whether a particular choice will have a high or low strategic impact on the business and whether execution of the decision will be easy or difficult. A change that both produces a high strategic impact and is easy to execute would be a leader‘s first choice for putting strategy into action.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 262 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Evaluation 39. Which of the following is an example of activities that have a low strategic impact but which are relatively easy to execute? a. Mergers and acquisitions of business b. Difficult changes with little or no potential for payoff c. Major changes with potential for payoff d. Incremental improvements in products ANSWER: d RATIONALE: Leaders sometimes pursue activities that have a low strategic impact but are relatively easy to execute. Incremental improvements in products, work processes, or techniques are examples.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 262 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Application 40. A leader should explain what a new strategic direction means to each person because: a. employees should often be reminded about company strengths. b. followers are often thinking about the big picture. c. people are often fearful of change. d. leaders cannot anticipate people‘s fears and questions.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

Page 184

RATIONALE:

Leaders should explain what a new strategic direction means to each person. People are often fearful of change, and that includes fear of a new strategic direction.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 263 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Analysis 41. A leader who is a(n) _____ may effectively inspire others with a vision, yet be weak on executing strategic action.

ANSWER: dreamer RATIONALE: A dreamer is good at providing a big idea with meaning for self and others. This leader may effectively inspire others with a vision, yet be weak on executing strategic action.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 246 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-1 - Explain the relationship among vision, mission, strategy, and mechanisms for execution.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader‘s Job: Looking Forward KEYWORDS: Bloom‘s: Knowledge 42. A(n) _____ is an attractive, ideal future that is credible yet not readily attainable.

ANSWER: Vision RATIONALE: A vision is an attractive, ideal future that is credible yet not readily attainable. It is an ambitious view of the future that everyone involved can believe in, yet one that offers a future that is better in important ways than what now exists.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 248 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Knowledge 43. _____ means a predominant sense of what matters in one‘s life and what is personally meaningful and valued.

Copyright Cengage Learning. Powered by Cognero.

Page 185

ANSWER: RATIONALE:

Individual purpose Individual purpose means a predominant sense of what matters in one‘s life and what is personally meaningful and valued.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 254 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-3 - Describe the types and importance of personal visions held by employees.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 7-3 Leaders Ignite Individual Purpose in Others KEYWORDS: Bloom‘s: Knowledge 44. A(n) _____ is an organization‘s core broad purpose and reason for existence.

ANSWER: mission RATIONALE: A mission is an organization‘s core broad purpose and reason for existence. It defines the company‘s core values and reason for being and provides a basis for creating the vision.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 256 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Knowledge 45. _____ occurs when organizational parts interact to produce a joint effect that is greater than the sum of the parts acting alone.

ANSWER: Synergy RATIONALE: Synergy occurs when organizational parts interact to produce a joint effect that is greater than the sum of the parts acting alone.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 4263 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 186

46. The mission is made up of two critical parts: the core values and the _____.

ANSWER: core purpose RATIONALE: Typically, the mission is made up of two critical parts: the core values and the core purpose.

Leaders take care when defining a core purpose so that the organization can grow and change.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 259 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Knowledge 47. _____ can be defined as the combination of benefits received and costs paid by the customer.

ANSWER: Value RATIONALE: Focusing on core competencies and attaining synergy help companies create value for their customers. Value can be defined as the combination of benefits received and costs paid by the customer.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 248 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Knowledge 48. _____ integrates knowledge of the environment, vision, and mission with the company‘s core competence in such a way as to attain synergy and create value for customers.

ANSWER: Strategy formulation RATIONALE: Strategy formulation integrates knowledge of the environment, vision, and mission with the company‘s core competence in such a way as to attain synergy and create value for customers.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 264 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 187

TOPICS: KEYWORDS:

The Leader as Strategist Bloom‘s: Knowledge

49. An organization's _____ is something that the organization does extremely well in comparison to competitors.

ANSWER: core competence RATIONALE: An organization‘s core competence is something the organization does extremely well in comparison to competitors.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 263 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Knowledge 50. _____ means that leaders use specific mechanisms, techniques, or tools for directing organizational resources to accomplish strategic goals.

ANSWER: Strategy execution RATIONALE: Strategy execution means that leaders use specific mechanisms, techniques, or tools for directing organizational resources to accomplish strategic goals. This is the basic architecture for how things get done in the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 264 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Knowledge 51. Briefly describe strategic leadership.

ANSWER: Strategic leadership means the ability to anticipate and envision the future, maintain flexibility, think strategically, and initiate changes that will create a competitive advantage for the organization in the future. In a fast-changing world, leaders are faced with a bewildering array of complex and ambiguous information, and no two leaders will see things the same way or make the same choices.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 247 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 7-1 - Explain the relationship among vision, mission, strategy, and mechanisms for Copyright Cengage Learning. Powered by Cognero.

Page 188

execution.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader‘s Job: Looking Forward KEYWORDS: Bloom‘s: Comprehension 52. Briefly describe how vision works in a number of important ways.

ANSWER: An effective vision provides a link between today and tomorrow, serves to energize employees and focus their attention, provides meaning for people‘s work, and sets a standard of excellence and integrity in the organization. Vision connects what is going on right now with what the organization aspires to. A vision is always about the future, but it begins with the here and now. When people have a clear picture of where the organization wants to be in the future, they can help take it there. A clear vision lets people know what they should be doing and, just as importantly, what they should not be doing. Vision needs to transcend the bottom line to provide employees with a sense of meaning and purpose. A powerful vision frees people from the mundane by providing them with a challenge that requires them to give their best.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 248-251 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Evaluation 53. Briefly explain the principle of individual purpose.

ANSWER: Individual purpose is a predominant sense of what matters in one‘s life and what is personally meaningful and valued. Most of us, if asked, would say we have purpose, but few of us can clearly identify or express it. Leaders can help people find their individual purpose and then make sure individual and organizational purpose are connected and mutually reinforcing. McKinsey & Company developed a model of nine types of individual purpose based on a survey asking about the life values of hundreds of individuals representing different genders, ages, ethnicities, and educational levels. Their results suggest that any individual‘s purpose maps onto one or a combination of nine categories of values that research has found to be universal, as shown in Exhibit 7.5.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 254-255 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 7-3 - Describe the types and importance of personal visions held by employees.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leaders Ignite Individual Purpose in Others KEYWORDS: Bloom‘s: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 189

54. Briefly explain the features of an organization's mission.

ANSWER: A mission is the organization‘s core broad purpose and reason for existence. It defines the company‘s core values and reason for being and provides a basis for creating the vision. The mission persists in the face of changing technologies, economic conditions, or other environmental shifts. It serves as the glue that holds the organization together in times of change and guides strategic choices and decisions about the future.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 256-159 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Analysis 55. List the techniques that can help leaders effectively execute strategy.

ANSWER: Following are the techniques that can help leaders effectively implement strategy: 6. Leaders must communicate about the strategy continuously so that people throughout the organization can understand and internalize it.

7. Leaders must explain ―why‖ they decided to do what they are doing.

8. Leaders must explain what a new strategic direction means to each person.

9. It is often a good idea to remind employees about company strengths, what is currently working, and what will not change.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 266 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Analysis 56. Explain the four possibilities of leadership in providing direction.

ANSWER: Answers will vary. Refer to Exhibit 7.1 for an illustration of the four possibilities of leadership in providing direction. Four types of leaders include the uninvolved, the doer, the dreamer, and the effective leader. The person who is low on both on providing vision and stimulating action is uninvolved, not really a leader at all. The leader who is all action and little vision is a doer. They may be a hard worker and dedicated to the job and the organization, but the doer is working blind. Without a sense of purpose and direction, activities have no real meaning and do not truly serve the organization, the employees, or the community. The dreamer, on the other hand, is good at providing a big idea with meaning for self and others. This leader may effectively inspire others with a vision, yet be weak on executing strategic action. The vision in this case is only a dream, a fantasy, because it has Copyright Cengage Learning. Powered by Cognero.

Page 190

little chance of ever becoming reality. To be an effective leader, one both dreams big and transforms those dreams into significant strategic action, either through one's own activities or by hiring other leaders who can effectively execute the vision and strategy.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 245-246 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 7-1 - Explain the relationship among vision, mission, strategy, and mechanisms for execution.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader‘s Job: Looking Forward KEYWORDS: Bloom‘s: Analysis 57. List the four frameworks for a noble purpose: ANSWER: Answers will vary. Refer to Exhibit 7.8, A Leader‘s Framework for Noble Purpose.

Discovery--Discovery for its own sake can serve as a noble purpose, as it does for employees at Google, where people are energized by the psychic rewards they get from working on intellectually stimulating and challenging technical problems.

Excellence--With this approach, rather than emphasizing discovery, leaders focus people on being the best, both on an individual and an organizational level. excellence is defined by the work itself rather than by customers. Indeed, organizations that pursue excellence would rather turn customers away than compromise their quality.

Altruism--Many nonprofit organizations are based on a noble purpose of altruism because they emphasize serving others, but other businesses can use this approach as well. Companies that put a high premium on customer service can be considered to fall in this category as well Heroism--Heroism means the company‘s purpose is based on being strong, aggressive, and effective. Companies with this basis of noble purpose often reflect almost an obsession with winning POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 260-262 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Analysis 58. Describe the three themes that are common to powerful, effective visions.

ANSWER: Answers will vary. Three themes are common to powerful, effective visions: (1) they link the present to the future; (2) energize people and focus attention; and (3) give meaning to work.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 191

DIFFICULTY: Moderate REFERENCES: pp. 249-253 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Analysis 59. Which of the following has to be translated into specific goals, objectives, and plans so that employees can move toward the desired future? a. Strategy b. Vision c. Mission d. Mechanism ANSWER: RATIONALE:

b Leaders not only tap into dreams for the future; to make a real difference, they link those dreams with strategic actions. Vision has to be translated into specific goals, objectives, and plans so that employees know how to move toward the desired future.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 396 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Vision KEYWORDS: Bloom‘s: Analysis 60. ―Be the best quick-service restaurant experience‖ is an example of a _____. a. mechanism b. strategy c. mission d. vision ANSWER: d RATIONALE: Refer to exhibit 7.3 for other examples. Vision needs to transcend the bottom line to provide employees with a sense of meaning and purpose.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 249 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-2 - Define vision and its impact on an organization.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 192

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Leadership Vision Bloom‘s: Application

61. Gear Motors‘ commitment to creating a reliable, affordable transportation system that everyone can enjoy is an example of a _____. a. mission. b. vision. c. mechanism. d. strategy.

ANSWER: a RATIONALE: The mission is the organization‘s core broad reason for existence. It defines the company‘s core values and reason for being and provides a basis for creating the vision. Whereas vision is an ambitious desire for the future, mission is what the organization ―stands for‖ right now going forward.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 256 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-4 - Describe four basic approaches for framing a noble purpose that followers can believe in.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Mission KEYWORDS: Bloom‘s: Application 62. Melanie has developed a strategy to achieve the company's goals. Regardless of how good this is for the company, she can‘t get the employees to buy in to make the strategy successful. What should Melanie do? a. Order workers to perform. b. Tell workers when the changes will be made. c. Tell employees what isn't changing. d. Pay cooperative employees a bonus.

ANSWER: c RATIONALE: Tell employees what is not changing. It is often a good idea to remind employees about company strengths, what is currently working, and what will not change. People have a hard time taking in new information when they feel that everything around them is shifting.

Leaders give people a ―place to stand‖ by telling them what is not changing.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 266 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist Copyright Cengage Learning. Powered by Cognero.

Page 193

KEYWORDS:

Bloom‘s: Application

63. Ivan wants to identify his company's core competence so he can develop successful strategies. His company hires highly qualified people to provide computer repairs for its customers. Every repair worker goes to customer sites with as much equipment as possible to quickly complete repairs. Unlike other computer repair companies in town, Ivan guarantees same-day repair. If repairs can't be completed on the same day, Ivan's company will probably lose that dissatisfied customer's business. What is Ivan's company's core competence? a. Hiring workers b. Acquiring new clients c. Providing computer repairs d. Providing same-day service ANSWER: d RATIONALE: An organization‘s core competence is something the organization does extremely well in comparison to competitors. Leaders identify the organization‘s unique strengths—what makes their organization different from others in the industry. Other companies provide computer repair, but Ivan guarantees same-day service. This is a strength that separates his company from others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 264 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7-5 - Explain the role of strategic management for executing the vision.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Leader as Strategist KEYWORDS: Bloom‘s: Application

1. Employee motivation affects productivity. a. True b. False ANSWER: True RATIONALE: Motivation refers to the forces, either internal or external to a person, that arouse enthusiasm and persistence to pursue a certain course of action. Employee motivation affects productivity, so part of a leader‘s job is to channel followers‘ motivation toward the accomplishment of the organization‘s vision and goals.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 281 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 194

2. When workers are not motivated to achieve organizational goals, the fault is often with the workers themselves. a. True b. False ANSWER: False RATIONALE: Leaders can use motivation theory to help satisfy followers‘ needs and simultaneously encourage high work performance. When workers are not motivated to achieve organizational goals, the fault is often with the leader.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 281 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Knowledge 3. Hygiene factors fulfill low-level needs and include achievement, recognition, responsibility, and opportunity for growth. a. True b. False ANSWER: True RATIONALE: Hygiene factors work in the area of lower-level needs, and their absence causes dissatisfaction. Inadequate pay, unsafe working conditions, or a noisy work environment will cause people to be dissatisfied, but their correction will not cause a high level of work enthusiasm and satisfaction.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 287 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Knowledge 4. People with a high need for achievement tend to don‘t enjoy work that is entrepreneurial and innovative. a. True b. False ANSWER: False RATIONALE: People with a high need for achievement tend to enjoy work that is entrepreneurial and innovative. People who have a high need for affiliation are successful ―integrators‖ whose job is to coordinate the work of people and departments.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 195

DIFFICULTY: Easy REFERENCES: p. 287 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Knowledge - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Comprehension 5. Expectancy theory proposes that people are motivated to seek social equity in the rewards they receive for performance. a. True b. False ANSWER: False RATIONALE: Expectancy theory suggests that motivation depends on individuals‘ mental expectations about their ability to perform tasks and receive desired rewards. Expectancy theory is concerned not with understanding types of needs but with the thinking process that individuals use to achieve rewards.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 293 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Knowledge 6. Five elements must be in place before employees can be empowered to perform their jobs: information, knowledge, discretion, meaning, and rewards. a. True b. False ANSWER: True RATIONALE: Five elements must be in place before employees can be truly empowered to perform their jobs effectively: information, knowledge, discretion, meaning, and rewards.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 293 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs Copyright Cengage Learning. Powered by Cognero.

Page 196

KEYWORDS:

Bloom's: Knowledge

7. Empowerment is power sharing, the delegation of power or authority to subordinates in the organization. a. True b. False ANSWER: True RATIONALE: Empowerment refers to power sharing, the delegation of power or authority to subordinates in the organization. Empowerment can enhance motivation by meeting the higher-level needs of employees. In addition, leaders greatly benefit from the expanded capabilities that employee participation brings to the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 305 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-5 - Describe the psychological and job design elements of empowerment and how empowerment contributes to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Knowledge 8. Job enrichment is a program that links at least a portion of employees‘ pay on the amount of skills they possess. a. True b. False ANSWER: False RATIONALE: Job enrichment is a motivational approach that incorporates high-level motivators into the work, including job responsibility, recognition, and opportunities for growth, learning, and achievement.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 303 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Knowledge 9. A fully engaged employee is one who cares deeply about the organization and actively seeks to serve the mission. a. True b. False ANSWER: True RATIONALE: Engagement means that people enjoy their jobs and are satisfied with their work conditions, contribute enthusiastically to meeting team and organizational goals, and feel a sense of belonging and commitment to the organization. Fully engaged employees care deeply about Copyright Cengage Learning. Powered by Cognero.

Page 197

the organization and actively seek ways to serve the mission.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 305 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-5 - Describe the psychological and job design elements of empowerment and how empowerment contributes to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Giving Meaning to Work through Engagement KEYWORDS: Bloom's: Knowledge 10. It is the behavior of a leader that makes the biggest difference in whether people feel engaged at work. a. True b. False ANSWER: True RATIONALE: It is the behavior of leaders that makes the biggest difference in whether people feel engaged at work. A leader‘s role is not to control others but to organize the workplace in such a way that each person can learn, contribute, and grow.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 305 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8-5 - Describe the psychological and job design elements of empowerment and how empowerment contributes to motivation.

NATIONAL STANDARDS: United States - BUSPOG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Giving Meaning to Work through Engagement KEYWORDS: Bloom's: Knowledge 11. Conventional management approaches: a. appeal to an individual‘s "higher" needs. b. rely on intrinsic rewards to motivate subordinates. c. are based on controlling the behavior of people by manipulating their decisions. d. give subordinates more control over their work and the power to affect outcomes.

ANSWER: c RATIONALE: Conventional management approaches often appeal to an individual‘s lower, basic needs and rely on extrinsic rewards and punishments to motivate people to behave in desired ways.

These approaches are effective, but they are based on controlling the behavior of employees by manipulating their decisions about how to act.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 281 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 198

HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Analysis 12. Intrinsic rewards: a. come from the satisfaction received by performing a particular action. b. are given by another person, typically a supervisor. c. include pay raises and promotions. d. appeal to the ―lower‖ needs of individuals.

ANSWER: a RATIONALE: Intrinsic rewards come from the internal satisfaction and enjoyment a person receives in the process of performing a particular action. Solving a problem to benefit others may fulfill a personal mission, or the completion of a complex task may bestow a pleasant feeling of accomplishment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 282 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Knowledge 13. Employees in companies that have a social mission are typically highly motivated because: a. they want to avoid punishments and negative consequences. b. they get intrinsic rewards. c. they are given monetary incentives. d. their lower needs are fulfilled.

ANSWER: b RATIONALE: Employees in companies that are infused with a social mission, and that find ways to enrich the lives of others, are typically more highly motivated because of the intrinsic rewards they get from helping other people.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 281 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation Copyright Cengage Learning. Powered by Cognero.

Page 199

KEYWORDS:

Bloom's: Analysis

14. Which of the following is true of extrinsic rewards? a. They are under the control of an individual. b. They come from solving problems to benefit others. c. They are given by another person, typically a supervisor. d. They appeal to the ―higher‖ needs of individuals.

ANSWER: c RATIONALE: Extrinsic rewards are given by another person, typically a supervisor, and include promotions and pay increases. Because they originate externally as a result of pleasing others, extrinsic rewards compel individuals to engage in a task behavior for an outside source that provides what they need, such as money to survive in modern society.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 281 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Comprehension 15. Bonuses and praise are examples of the _____ approach to motivate people. a. intrinsic negative b. intrinsic positive c. extrinsic negative d. extrinsic positive ANSWER: d RATIONALE: Refer to Exhibit 8.3. Bonuses and praise are examples of the extrinsic positive approach to motivation that attempts to influence behavior by using extrinsic rewards that create pleasure.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 285 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Application 16. Which action is an example of positive reinforcement? a. Withholding praise b. Reprimanding an employee c. Recommending a pay raise Copyright Cengage Learning. Powered by Cognero.

Page 200

d. Avoiding negative statements ANSWER: c RATIONALE: Positive reinforcement is the administration of a pleasant and rewarding consequence immediately following a desired behavior. Nonfinancial reinforcements such as positive feedback, social recognition, and attention are just as effective as financial rewards.

Recommending a pay raise and praising an employee are examples of positive reinforcement.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 294-295 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Application 17. According to Maslow's hierarchy of needs theory, the highest need category is _____. a. self-actualization b. esteem c. belongingness d. safety ANSWER: a RATIONALE: Maslow‘s hierarchy of needs theory proposes that humans are motivated by multiple needs that exist in a hierarchical order. The highest need category, self-actualization, represents the need for self-fulfillment: developing one‘s full potential, increasing one‘s competence, and becoming a better person.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 287 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Knowledge 18. According to Maslow's hierarchy of needs theory of motivation, the most basic human needs are: a. esteem needs. b. affiliation needs. c. physiological needs. d. safety needs.

ANSWER: c RATIONALE: According to Maslow's hierarchy of needs theory, the most basic human physiological needs are food, water, and oxygen. In the organizational setting, these are reflected in the needs for Copyright Cengage Learning. Powered by Cognero.

Page 201

adequate heat, air, and base salary to ensure survival.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 287 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Knowledge 19. According to Maslow's hierarchy of needs theory, the need for fringe benefits is an example of _____ needs. a. esteem b. belongingness c. self-actualization d. safety ANSWER: d RATIONALE: According to Maslow's hierarchy of needs theory, in an organizational setting, safety needs reflect the needs for safe jobs, fringe benefits, and job security.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 287 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Application 20. According to Herzberg‘s two-factor theory, hygiene factors include: a. recognition. b. interpersonal relationships. c. the work itself. d. personal growth.

ANSWER: b RATIONALE: Hygiene factors are the first dimension of Herzberg's two-factor theory. They involve the presence or absence of job dissatisfiers such as working conditions, pay, company policies, and interpersonal relationships.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 289 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 202

HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Application 21. According to Herzberg's two-factor theory, the leader's role is to: a. use motivators to meet the higher-level needs of employees. b. provide only hygiene factors to employees. c. only remove dissatisfiers. d. use system-wide rewards.

ANSWER: a RATIONALE: In the context of Herzberg‘s two-factory theory, people have multiple needs, and the leader's role is to go beyond the removal of dissatisfiers to the use of motivators to meet higher-level needs and propel employees toward greater enthusiasm and satisfaction.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 289 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Analysis 22. According to the acquired needs theory, the need for power refers to the desire to: a. accomplish something difficult and attain a high standard for success. b. form close personal relationships and avoid conflict. c. Influence, control, or have authority over others. d. master complex tasks and surpass others.

ANSWER: c RATIONALE: The acquired needs theory proposes that certain types of needs are acquired during an individual's lifetime. The need for power is the desire to influence or control others, be responsible for others, or have authority over others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 291 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

Page 203

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Needs-Based Theories of Motivation Bloom's: Comprehension

23. According to the acquired needs theory, which characteristic describes people who have a high need for affiliation? a. Passive and uncritical b. Successful "integrators" whose job is to coordinate the work of departments c. Tend to enjoy work that is entrepreneurial and innovative d. Successfully attain the top levels in the organizational hierarchy ANSWER: b RATIONALE: According to the acquired needs theory, people who have a high need for affiliation are successful "integrators" whose job is to coordinate the work of people and departments.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 291 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Analysis 24. Which statement is true of the carrot-and-stick approach to motivation? a. It focuses on long-term goals. b. It enables each person's success to be mutually enjoyed. c. It creates a culture of competition due to the presence of intrinsic rewards. d. It tends to focus on lower needs.

ANSWER: d RATIONALE: Relying on extrinsic rewards and punishments is sometimes referred to as the carrot-and-stick approach to motivation. This approach tends to focus on lower needs, although higher needs can sometimes also be met.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 237-238 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Comprehension 25. Immediate praise for an employee who arrives on time increases the likelihood of punctuality. This is an example of _____.

Copyright Cengage Learning. Powered by Cognero.

Page 204

a. extinction b. punishment c. positive reinforcement d. expectancy ANSWER: c RATIONALE: Positive reinforcement is the administration of a pleasant and rewarding consequence immediately following a desired behavior. A good example of positive reinforcement is immediate praise for an employee who does a little extra in their work.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 294 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Application 26. The basic assumption underlying behavior modification is the _____. a. law of initial values b. all-or-none law c. matching law d. law of effect ANSWER: d RATIONALE: Behavior modification is the name given to the set of techniques by which reinforcement theory is used to modify behavior. The basic assumption underlying behavior modification is the law of effect, which states that positively reinforced behavior tends to be repeated, and behavior that is not reinforced tends not to be repeated.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 294 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Analysis 27. _____ is the withdrawal of a positive reward, meaning that behavior is no longer reinforced and hence is less likely to occur in the future. a. Punishment b. Negative reinforcement c. Positive reinforcement d. Extinction Copyright Cengage Learning. Powered by Cognero.

Page 205

ANSWER: RATIONALE:

d Extinction is the withholding of something positive, such as leader attention, praise, or pay raises. With extinction, undesirable behavior is essentially ignored.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 294 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Knowledge 28. Which theory of motivation is associated with the work of Victor Vroom? a. Acquired needs theory b. Two-factor theory c. Hierarchy of needs theory d. Expectancy theory ANSWER: d RATIONALE: Expectancy theory suggests that motivation depends on individuals' mental expectations about their ability to perform tasks and receive desired rewards. Expectancy theory is associated with the work of Victor Vroom, although a number of scholars have made contributions in this area.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 296 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Knowledge 29. Fairmont Hotels & Resorts lets its best-performing employees design their rewards. This is done to ensure that the rewards are valued by the employees and serve as further motivation. Fairmont Hotels & Resorts uses _____ theory to motivate its employees. a. equity b. job enlargement c. expectancy d. Maslow‘s hierarchy of needs ANSWER: c RATIONALE: Expectancy theory suggests that motivation depends on individuals‘ mental expectations about their ability to perform tasks and receive desired rewards. Expectancy theory is based on the relationship among the individual‘s effort, the possibility of high performance, and the desirability of outcomes following high performance.

Copyright Cengage Learning. Powered by Cognero.

Page 206

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 293 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Application 30. Which of the following is true of the equity theory of motivation? a. Motivation depends on individuals' mental expectations about their ability to perform tasks and receive desired rewards. b. Behavior that is not reinforced with positive attention and rewards will gradually disappear. c. People will believe they are treated fairly if they perceive their rewards as equal to what others receive for similar contributions. d. If the outcomes that are available from high effort and good performance are not valued by an employee, motivation will be low.

ANSWER: c RATIONALE: According to equity theory, if people perceive their rewards as equal to what others receive for similar contributions, they will believe they are treated fairly and will be more highly motivated.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 298 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Comprehension 31. Which theory proposes that people are motivated to seek fair rewards for performance? a. Herzberg‘s two-factor theory b. Acquired needs theory c. Expectancy theory d. Equity theory ANSWER: d RATIONALE: Equity theory proposes that people are motivated to seek social equity in the rewards they receive for performance. According to the theory, if people perceive their rewards as equal to what others receive for similar contributions, they will believe they are treated fairly and will be more highly motivated.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 298 Copyright Cengage Learning. Powered by Cognero.

Page 207

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Knowledge 32. Which of the following is a result of employee empowerment? a. Greater self-efficacy b. Decreased job responsibility c. Better working conditions d. Greater extrinsic satisfaction ANSWER: a RATIONALE: People feel an increased sense of power and self-efficacy when they are performing a job that is important and that influences customers and the company‘s success.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 301 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Analysis 33. Empowerment refers to: a. the value of outcomes to the individual. b. satisfaction with work conditions. c. the delegation of authority to subordinates in the organization. d. incorporation of high-level motivators.

ANSWER: c RATIONALE: Empowerment refers to power sharing, the delegation of power or authority to subordinates in the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 301 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 208

34. Which of the following is an element that must be in place before employees can be truly empowered to perform their jobs effectively? a. Information about employees‘ salary b. Knowledge and skills c. A centralized organizational hierarchy d. A fixed chain of command ANSWER: b RATIONALE: Employees can be truly empowered to perform their jobs effectively if they receive knowledge and skills to contribute to company goals. Companies use training programs and other development tools to give people the knowledge and skills they need to personally contribute to performance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 301 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Analysis 35. One way to increase a job‘s motivational and empowerment potential is to: a. increase skill variety. b. use reward and punishment. c. use the carrot-and-stick method of motivation. d. focus on an employee's "lower" needs.

ANSWER: a RATIONALE: Leaders can make alterations in five dimensions of jobs to increase the job's motivational and empowerment potential. Jobs with a variety of activities require a diversity of skills and are thus more motivating.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 302 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Comprehension 36. _____ refers to a motivational approach that incorporates high-level motivators into the work. a. Job satisfaction b. Gainsharing c. Profit sharing Copyright Cengage Learning. Powered by Cognero.

Page 209

d. Job enrichment ANSWER: RATIONALE:

d Job enrichment incorporates high-level motivators such as responsibility, recognition, and opportunities for growth and learning into the job. In an enriched job, the employee controls resources needed to perform well and makes decisions on how to do the work.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 303 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Knowledge 37. Organizations can motivate employees by creating an organizational environment that: a. is similar to the organization's competitors. b. improves the infrastructure. c. provides a horizontal organizational structure. d. helps them find true value in their work.

ANSWER: d RATIONALE: Organizations can give meaning to work by fostering an organizational environment that helps people find true value and meaning in their work.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 306 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-5 - Describe the psychological and job design elements of empowerment and how empowerment contributes to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Giving Meaning to Work through Engagement KEYWORDS: Bloom's: Analysis 38. Employee engagement means that people: a. are unable to share power. b. feel a sense of belonging to the organization. c. look for solutions to improve working conditions. d. are delegated authority.

ANSWER: b RATIONALE: Engagement means that people enjoy their jobs and are satisfied with their work conditions, contribute enthusiastically to meeting team and organizational goals, and feel a sense of belonging and commitment to the organization.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 210

DIFFICULTY: Moderate REFERENCES: p. 305 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-5 - Describe the psychological and job design elements of empowerment and how empowerment contributes to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Giving Meaning to Work through Engagement KEYWORDS: Bloom's: Knowledge 39. Which of the following primarily affects employee engagement? a. The behavior of coworkers b. The behavior of unions c. The behavior of leaders d. The behavior of customers ANSWER: c RATIONALE: It is the behavior of leaders that makes the biggest difference in whether people feel engaged at work. A leader‘s role is not to control others but to organize the workplace in such a way that each person can learn, contribute, and grow.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 305 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-5 - Describe the psychological and job design elements of empowerment and how empowerment contributes to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Giving Meaning to Work through Engagement KEYWORDS: Bloom's: Evaluation 40. _____ refers to the forces, either internal or external to a person, that arouse enthusiasm and persistence to pursue a certain course of action.

ANSWER: Motivation RATIONALE: Motivation refers to the forces, either internal or external to a person, that arouse enthusiasm and persistence to pursue a certain course of action.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 281 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation Copyright Cengage Learning. Powered by Cognero.

Page 211

KEYWORDS:

Bloom's: Knowledge

41. _____ are internal satisfactions a person receives in the process of performing a particular action.

ANSWER: Intrinsic rewards RATIONALE: Intrinsic rewards come from the internal satisfaction and enjoyment a person receives in the process of performing a particular action.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 281 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Knowledge 42. _____ appeal to the ―lower‖ needs of individuals.

ANSWER: Extrinsic rewards RATIONALE: Extrinsic rewards are given by another person, typically a supervisor, and include promotions and pay increases. Extrinsic rewards appeal to the ―lower‖ needs of individuals, such as for material comfort and basic safety and security.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 281 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Knowledge 43. The ______ approach to motivation strives to motivate people by providing them with the opportunity to satisfy higher needs and become intrinsically rewarded.

ANSWER: leadership RATIONALE: The leadership approach strives to motivate people by providing them with the opportunity to satisfy higher needs and become intrinsically rewarded. Employees in companies that are infused with a social mission and find ways to enrich the lives of others are typically more highly motivated because of the intrinsic rewards they get from helping other people.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 281 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

Page 212

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Leadership and Motivation Bloom's: Knowledge

44. _____ proposes that humans are motivated by multiple needs and those needs exist in a hierarchical order.

ANSWER: Maslow's hierarchy of needs theory RATIONALE: Maslow's hierarchy of needs theory proposes that humans are motivated by multiple needs that exist in a hierarchical order, wherein the higher needs cannot be satisfied until the lower needs are met.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 287 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Knowledge 45. _____, the first dimension of Herzberg's two-factor theory, involves the presence or absence of working conditions, pay, company policies, and interpersonal relationships.

ANSWER: Hygiene factors RATIONALE: The first dimension of Herzberg's two-factor theory, hygiene factors, involves the presence or absence of job dissatisfiers such as working conditions, pay, company policies, and interpersonal relationships.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 289 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Knowledge 46. _____, the second dimension of Herzberg's two-factor theory, involves job satisfaction and meeting higher-level needs.

ANSWER: Motivators RATIONALE: Motivators are the second dimension of Herzberg‘s two-factor theory. Motivators involve job satisfaction and meeting higher-level needs such as achievement, recognition, and opportunity for growth.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

Page 213

REFERENCES: p. 289 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Knowledge 47. The _____ proposes that certain types of needs (achievement, affiliation, power) develop during an individual's lifetime.

ANSWER: acquired needs theory RATIONALE: The acquired needs theory, developed by McClelland, proposes that certain types of needs (achievement, affiliation, power) are acquired during an individual‘s lifetime.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 291 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Needs-Based Theories of Motivation KEYWORDS: Bloom's: Knowledge 48. The _____ states that positively reinforced behavior tends to be repeated and behavior that is not reinforced tends not to be repeated.

ANSWER: law of effect RATIONALE: The basic assumption underlying behavior modification is the law of effect, which states that positively reinforced behavior tends to be repeated, and behavior that is not reinforced tends not to be repeated.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 294 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Knowledge 49. _____ suggests that motivation depends on individuals' mental anticipation about their ability to perform tasks and receive desired rewards.

ANSWER: Expectancy theory Copyright Cengage Learning. Powered by Cognero.

Page 214

Expectancy theory suggests that motivation depends on individuals‘ mental expectations about their ability to perform tasks and receive desired rewards.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 296 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Knowledge RATIONALE:

50. One reason engagement and empowerment have high motivational potential is because they address higher-level needs and __________. a. intrinsic rewards b. affiliation c. self-efficacy d. valence ANSWER: a RATIONALE: One reason engagement and empowerment have such high motivational potential is that they address higher-level needs and provide intrinsic rewards by applying some recent ideas about what it takes to create a high-performance workplace in which people feel that they are a part of something special.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 309 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-6 - Identify factors that play a role in employee engagement.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: New Ideas for Motivation KEYWORDS: Bloom's: Analysis 51. Why is it important for leaders to understand motivation?

ANSWER: Employee motivation affects productivity, so part of a leader‘s job is to channel followers‘ motivation toward the accomplishment of the organization‘s vision and goals. The study of motivation helps leaders understand what prompts people to initiate action, what influences their choice of action, and why they persist in that action over time.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 281 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

Page 215

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Leadership and Motivation Bloom's: Evaluation

52. Briefly describe the two categories of motives.

ANSWER: According to the four categories of motives based on two criteria, the horizontal dimension contrasts motives that are driven by fear or pain versus those driven by growth or pleasure.

The vertical dimension contrasts motives that are triggered from within the individual versus those triggered from outside the individual, such as by a leader. The four quadrants represent four differing approaches leaders can use for motivating people. Quadrants I and II are both positive approaches to motivating. Quadrant I motivational methods attempt to influence behavior by using extrinsic rewards that create pleasure, such as giving an employee a pay raise, a bonus, or a gift. Quadrant II techniques tap into deep-seated employee energy and commitment by helping people get deep personal satisfaction from their work. Quadrant III uses negative, extrinsic methods, such as threats or punishments, to get people to perform as desired. Quadrant IV reflects methods that attempt to motivate people by tapping into their self-doubts or anxieties, such as motivating people to work hard by emphasizing the weak economy and high unemployment rate.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 285 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Analysis 53. Describe the reinforcement perspective on motivation.

ANSWER: Reinforcement theory simply looks at the relationship between behavior and its consequences by changing or modifying followers‘ on-the-job behavior through the appropriate use of rewards or punishments. Behavior modification involves a set of techniques by which reinforcement theory is used to modify behavior. Reinforcement is defined as anything that causes a certain behavior to be repeated or inhibited. Four ways in which leaders use reinforcement to modify or shape employee behavior are positive reinforcement, negative reinforcement, punishment, and extinction.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 293 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Comprehension 54. Explain positive reinforcement with a suitable example.

Copyright Cengage Learning. Powered by Cognero.

Page 216

ANSWER:

Positive reinforcement is the administration of a pleasant and rewarding consequence immediately following a desired behavior. A good example of positive reinforcement is immediate praise for an employee who does a little extra in their work. Studies have shown that positive reinforcement does help to improve performance. In addition, nonfinancial reinforcements, such as positive feedback, social recognition, and attention, are just as effective as financial rewards.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 293 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 8-3 - Explain how to motivate others by meeting thier lower-or higher-level needs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Other Motivation Theories KEYWORDS: Bloom's: Application 55. List the five dimensions of jobs in which leaders can make alterations to increase a job‘s motivational and empowerment potential.

ANSWER: Leaders can make alterations in five dimensions of jobs to increase a job‘s motivational and empowerment potential.

10. Increase skill variety.

11. Structure jobs so that an employee can perform a complete task from beginning to end.

12. Incorporate task significance into the job.

13. Give people autonomy for choosing how and when to perform specific tasks.

14. To the extent possible, design jobs to provide feedback and let employees see the outcomes of their efforts.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 301 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Analysis 56. Briefly describe the concept of a thriving workforce.

ANSWER: A thriving workforce is one in which people are not just satisfied and productive but also engaged in creating the future—their own and that of the organization. Two components of thriving individuals are vitality and learning. A thriving employee is one who feels alive, energized, and passionate about what he or she is doing. The individual has a sense that their work has purpose and meaning.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 217

REFERENCES: p. 309 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 8-6 - Identify factors that play a role in employee engagement.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: New Ideas for Motivation KEYWORDS: Bloom's: Comprehension 57. You are the owner of a small business with ten employees. How would you build a thriving workforce?

ANSWER: Answers will vary. A thriving workforce is one in which people are not just satisfied and productive but also engaged in creating the future—their own and that of the organization.

Two components of thriving individuals are vitality and learning. A thriving employee is one who feels alive, energized, and passionate what they are doing. The individual has a sense that their work has purpose and meaning. In addition, a thriving employee is one who is learning and growing, developing new knowledge, skills, and abilities that can be applied now and in the future. Leaders promote thriving by meeting higher-level needs, helping people get intrinsic rewards from their work, and providing regular feedback on performance and progress. A long-term commitment to empowerment and engagement can provide the basis for a thriving workplace. However, there is no cookie-cutter approach to promoting a thriving workplace because each individual and organization is different.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 294 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 8-6 - Identify factors that play a role in employee engagement.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: New Ideas for Motivation KEYWORDS: Bloom's: Application 58. Describe the needs-based theories of motivation.

ANSWER: Answers will vary. Needs-based theories emphasize the needs that motivate people. Maslow's hierarchy of needs proposes that humans are motivated by multiple needs and those needs exist in a hierarchical order: physiological, safety, belongingness, esteem, and selfactualization. Physiological, safety, and belongingness needs must be satisfied before esteem and self-actualization needs. Herzberg's two-factor theory holds that dissatisfiers must be removed and motivators then added to cause high motivation. McClelland asserted that people are motivated differently depending on which needs they have acquired.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 287 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 8-2 - Identify examples of motives that induce people to take action to accomplish important goals.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

Page 218

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Needs-Based Theories of Motivation Bloom's: Analysis

59. Explain how positive and negative motives can cause people to take action. Provide examples.

ANSWER: Answers will vary. People have both positive and negative motives that cause them to engage in specific behaviors or activities. Motives can be driven by fear or pain or by growth or pleasure. Motives come from within a person (intrinsic) or are triggered from without (extrinsic). Extrinsic positive motives include rewards such as pay raises, bonuses, and praise. Intrinsic positive motives involve helping people enjoy their work and feeling a sense of accomplishment. Extrinsic negative motives include threats and punishments. Intrinsic negative motives tap into people's self-doubts and anxieties.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 281 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Application 60. An example of intrinsic positive motivation is: a. volunteering for a fun task. b. receiving a gift card for good performance. c. reading a book because it's required for a class. d. practicing a song to avoid embarrassment when playing violin in the school band.

ANSWER: a RATIONALE: Refer to Exhibit 8.3. Finding meaning or joy in an activity is an intrinsic positive approach to motivation.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 282 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-1 - Differentiate between intrinsic and extrinsic rewards.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leadership and Motivation KEYWORDS: Bloom's: Application 61. Which action can a leader take to empower an employee? a. Tell the employee how to complete a task. b. Provide the company's financial data to the employee. c. Increase the employee's salary. d. Tell the employee they will be terminated unless performance improves.

Copyright Cengage Learning. Powered by Cognero.

Page 219

ANSWER: RATIONALE:

b Empowerment refers to power sharing, the delegation of power or authority to subordinates in the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 301 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Application 62. Adele's company competes with several larger companies for workers. To attract workers, Adele wants to apply the job characteristics model to enrich jobs. Which action should she take? a. Increase salaries. b. Buy better equipment than her competitors have. c. Establish task identities. d. Set high quality standards that all workers must meet.

ANSWER: c RATIONALE: Structure jobs so that an employee can perform a complete task from beginning to end. The job characteristics model refers to this as task identity, which means the job has a recognizable beginning and ending.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 301 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-4 - Outline how the concepts of reinforcement and equity apply to motivation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Empowering People to Meet Higher Needs KEYWORDS: Bloom's: Application 63. How can an employer create a thriving workplace? a. Use positive extrinsic rewards. b. Make the workplace a positive environment. c. Let everyone manage themselves. d. Provide regular feedback on performance and progress.

ANSWER: d RATIONALE: Leaders promote thriving by applying many of the motivational techniques described throughout this chapter, such as meeting higher-level needs, helping people get intrinsic rewards from their work, and providing regular feedback on performance and progress.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 220

REFERENCES: p. 309 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8-6 - Identify factors that play a role in employee engagement.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: New Ideas for Motivation KEYWORDS: Bloom's: Analysis

1. _____ is a process by which information and understanding are transferred between a sender and a receiver. a. Network b. Embeddedness c. Strategy d. Communication ANSWER: d RATIONALE: Communication is a process by which information and understanding are transferred between a sender and a receiver, such as between a leader and an employee, an instructor and a student, or a coach and a football player. Exhibit 9.1 shows the key elements of the communication process.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor. 9-1 Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 2. A person who is grounded in the belief that effective communication is essential to build trust and gain commitment to a vision is called a ___________ champion.

ANSWER: communication RATIONALE: A person who is grounded in the belief that effective communication is essential to build trust and gain commitment to a vision is called a communication champion.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor. 9-1 Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

Page 221

STATE STANDARDS: TOPICS: KEYWORDS:

United States - OH - DISC: Leadership Principles How Leaders Communicate Bloom's: Comprehension

3. To persuade group members to accept their idea, it is recommended that leaders: a. be purpose-directed. b. move quickly into a crisis leadership mode. c. use at least four characteristics of the power-oriented linguistic style at the same time. d. use technical jargon extensively.

ANSWER: a RATIONALE: Leader communication is purpose-directed in that it directs everyone‘s attention toward the vision, values, and desired outcomes of the group or organization and persuades people to act in a way to help achieve the vision.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communicating to Persuade and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 4. A leader facilitates a strategic conversation by: a. selecting one communication channel. b. having no agenda. c. having a closed communication climate. d. asking questions and actively listening.

ANSWER: d RATIONALE: Leaders facilitate strategic conversations by (1) asking questions and actively listening to others to understand their attitudes and values, needs, personal goals, and desires; (2) setting the agenda for conversation by underscoring the key strategic themes that are linked to organizational success; and (3) selecting the right communication channels.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively. Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 222

NOTES:

Digital Story: Connect

5. Which is not an example of a communication channel a leader can use? a. Interpretive dance b. Face-to-face c. E-mail d. Telephone call ANSWER: a RATIONALE: The channel could be a formal report, a blog, a telephone call, an e-mail or text message, or a face-to-face conversation.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively. Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 6. Which of the following is not a step in the art of persuasion? a. Establish credibility b. Listen first c. Speak softly d. Make your position compelling to others ANSWER: c RATIONALE: Leaders can follow four steps to practice the art of persuasion: (1)listen first; (2) establish credibility; (3) build goals on common ground; (4)make your position compelling to others.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communicating to Persuade and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 7. Sensegiving means: a. that leaders ensure that the vision and strategy in understood. b. that employees view their place in the organization.

Copyright Cengage Learning. Powered by Cognero.

Page 223

c. that a leader that is philosophically grounded. d. that the one that interprets the message being sent.

ANSWER: b RATIONALE: Sensegiving refers to the process of influencing how others construct meaning and make sense of the organization and their place in it.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively. Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 8. Which of the following is the farthest removed from a power-oriented linguistic style? a. Emphasizing indirect talk b. Apologizing infrequently c. Downplaying uncertainty d. Setting the agenda for a conversation ANSWER: a RATIONALE: The power-oriented linguistic style emphasizes direct talk rather than indirect talk.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 9. A communication champion is a person who: a. is unable to communicate with people. b. boldly attacks people. c. is an ―information processor.‖ d. believes communication is essential.

ANSWER: d RATIONALE: Communication champion person who is grounded in the belief that communication is essential to building trust and gaining commitment to a vision.

Copyright Cengage Learning. Powered by Cognero.

Page 224

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 10. When people feel that one is____, they are more likely to commit to that person. a. creditable b. ignored c. listened to d. punished ANSWER: c RATIONALE: Listen first. A study published in the Journal of Research in Personality shows that when people feel that they have been listened to by someone trying to influence them, their liking of, trust in, and commitment to that person increases.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 11. Which following is the farthest removed from the four steps to the art of persuasion? a. Listen first b. Build goals around different initiatives c. Establish credibility d. Make your position compelling to others ANSWER: b RATIONALE: Four steps to the art of persuasion include: 1) Listen first.

2) Establish credibility.

3) Build goals on common ground.

4) Make your position compelling to others.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 225

HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communicating to Persuade and Influence KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 12. _______________ is communication that takes place across boundaries and hierarchical levels about the group‘s or organization‘s vision, critical strategic themes, and values that can help achieve desired outcomes.

ANSWER: Strategic conversation RATIONALE: Strategic conversation is communication that takes place across boundaries and hierarchical levels about the group‘s or organization‘s vision, critical strategic themes, and values that can help achieve desired outcomes.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 13. _________ is the process of influencing how others make sense of the organization, where they fit within it, and the larger purpose of their work.

ANSWER: Sensegiving RATIONALE: Sensegiving is the process of influencing how others make sense of the organization, where they fit within it, and the larger purpose of their work.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 14. A leader as a communication champion does all of the following, except: a. understands that communication is essential to build trust Copyright Cengage Learning. Powered by Cognero.

Page 226

b. believes in effective communication c. uses rich channels to direct attention to desired outcomes d. uses few channels to direct attention desired outcomes ANSWER: d RATIONALE: A communication champion is grounded in the belief that communication is essential to building trust and gaining commitment to the company‘s vision, purpose, and strategy.

Leaders use communication to unite people around a common sense of purpose and identity and to ensure that the vision and strategy are deeply understood and accepted by employees.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 15. The traditional role of a manager is that of an ―information processor,‖ spending 80 percent of each day in communication with others. a. True b. False ANSWER: True RATIONALE: The traditional role of a manager is that of an ―information processor.‖ Managers spend some 80 percent of each working day in communication with others.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 16. Regular communication is essential for building personal relationships and binding people together to accomplish the vision and purpose a. True b. False ANSWER: True RATIONALE: Regular communication is essential for building personal relationships and binding people together to accomplish the vision and purpose.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 227

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 17. Leadership communication is purpose-directed. a. True b. False ANSWER: True RATIONALE: Leadership communication is purpose-directed in that it directs everyone‘s attention toward the vision, values, and desired outcomes of the group or organization and persuades people to act in a way to help achieve the vision.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 18. An example of a centralized communication network is: a. Leadership making a decision to lay off employees b. A manager of a large call center making a decision on overtime c. A team making a decision on their nick name d. A manager having an open-door policy ANSWER: b RATIONALE: Centralized communication can be effective for large teams because it limits the number of people involved in decision-making.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles Copyright Cengage Learning. Powered by Cognero.

Page 228

TOPICS: KEYWORDS: NOTES:

Overcoming Cross-Cultural Communication Barriers Bloom's: Knowledge Digital Story: Engage

19. A strategic conversation consists of a. Judging others by the quality of their communication b. Talking across boundaries c. Speaking English because it is a universal language d. Creating a vision ANSWER: b RATIONALE: A strategic conversation refers to people talking across boundaries and hierarchical levels about the group‘s or organization‘s vision, critical strategic themes, and the values that can help achieve desired outcomes.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 20. Which of the following is not a key component for facilitating strategic conversations? a. Asking questions b. Active listening c. Creating a vision d. Storytelling ANSWER: c RATIONALE: The five key components for facilitating strategic conversations are: an open communication climate, asking questions, active listening, candor, and using stories for communication.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 21. A leader‘s communication challenges consist of all the following, except: Copyright Cengage Learning. Powered by Cognero.

Page 229

a. Communicating the organization‘s vision b. Persuading and influence others c. Communicating the organization‘s mission d. Creating hierarchical communication boundaries ANSWER: b RATIONALE: One of a leader‘s most important communication challenges is to unite people around a common sense of purpose by communicating the organization‘s vision, mission, and values, and then to persuade and influence others to act in ways that accomplish the vision.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 22. Being attentive to others‘ needs and emotions is part of what aspect of the art of persuasion? a. Listen first b. Establish credibility c. Make your position compelling to others d. Build goals on common ground ANSWER: a RATIONALE: Good leaders know that being attentive to others‘ needs and emotions is the first step toward influencing them.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communicating to Persuade and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 23. Leaders appeal to others on an emotional level by using symbols, metaphors, and stories to express messages. This is what aspect of the art of persuasion? a. Listen first b. Establish credibility c. Make your position compelling to others d. Build goals on common ground ANSWER: c Copyright Cengage Learning. Powered by Cognero.

Page 230

RATIONALE:

Leaders appeal to others on an emotional level by using symbols, metaphors, and stories to express their messages rather than relying on facts and figures alone.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communicating to Persuade and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 24. The rise of remote work added which layer of complexity for leadership influence? a. Ease of picking up nonverbal communication b. Employees want to know why they should do something c. Employees don‘t want to know what to do d. Provided slower feedback ANSWER: b RATIONALE: Employees don‘t just want to know what they should do but why they should do it. In addition, with new collaborative ways of working, including Zoom-type video meetings, many leaders are involved in situations where lines of authority are blurred.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communicating to Persuade and Influence KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 25. On the continuum of the channel richness hierarchy, what type of channel is personal and two-way? a. Formal reporting b. E-mail c. Video chat d. Face-to-face ANSWER: d RATIONALE: Channel richness is the amount of information that can be transmitted during a communication episode. The channels available to leaders can be classified into a hierarchy based on information richness, as illustrated in Exhibit 9.6 POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 231

LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Selecting the Correct Communication Channel KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 26. On the continuum of the channel richness hierarchy, what type of channel is impersonal and one-sided? a. Formal reporting b. E-mails c. Video chat d. Face-to-face ANSWER: a RATIONALE: Channel richness is the amount of information that can be transmitted during a communication episode. The channels available to leaders can be classified into a hierarchy based on information richness, as illustrated in Exhibit 9.6.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Selecting the Correct Communication Channel KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 27. Which of the following in not true about social media? a. It is an internet-based application. b. It helps organizations improve collaboration. c. It is good at building trust. d. It encourages employee engagement.

ANSWER: c RATIONALE: Social media is an internet-based application that helps organizations use social media for improving employee collaboration and enhancing engagement. It is not good at building trust compared to face-to-face.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles Copyright Cengage Learning. Powered by Cognero.

Page 232

TOPICS: KEYWORDS: NOTES:

Selecting the Correct Communication Channel Bloom's: Comprehension Digital Story: Connect

28. A 2020 survey found that Gen z preferred what type of communication tool the least? a. Face-to-face b. E-mail c. Google Docs d. Zoom meetings ANSWER: d RATIONALE: Although many seasoned leaders still rely heavily on e-mail, a 2020 survey found that Google Docs, Zoom, and iMessage were the top tools people under the age of 30 used for collaboration. Members of Gen Z typically prefer to communicate using ―literally anything but e-mail,‖ as 24-year-old Adam Simmons, who started and runs a video production company, puts it.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Selecting the Correct Communication Channel KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 29. Nonverbal communication is not: a. behaviors b. actions c. e-mail d. facial expressions ANSWER: b RATIONALE: Leaders are watched, and their appearance, behavior, actions, and attitudes can convey symbolic messages to others.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-5 - Explain how nonverbal communication influences the ways in which messages are received.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Nonverbal Communication KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage Copyright Cengage Learning. Powered by Cognero.

Page 233

30. Leadership communication is an ongoing process of sending, receiving, and feedback. a. True b. False ANSWER: True RATIONALE: The ongoing process of sending, receiving, and feedback to test understanding underlies leadership communication.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 31. Effective communication is a major tool the leader can use to inspire organizational members to take responsibility for creating a better future. a. True b. False ANSWER: True RATIONALE: Effective communication skills contribute to inspirational leadership.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 32. The approach of follower-centered helps to connect with followers, develop new insights, and stimulate learning. a. True b. False ANSWER: True RATIONALE: Leaders also use questions for another purpose. This approach is follower-centered in that it seeks to connect with followers, develop new insights, encourage critical thinking, expand people‘s awareness, and stimulate learning.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

Page 234

HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 33. An effective listening key is keeping a closed mind. a. True b. False ANSWER: False RATIONALE: Effective listening consists of listening actively, keeping an open mind, resisting distractions, seeking understanding, judging content, and holding one‘s fire.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 34. Effective listening is engaged listening. a. True b. False ANSWER: True RATIONALE: Effective listening is engaged listening.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Connect 35. Candid communication limits common problems such as meaningless meetings. a. True Copyright Cengage Learning. Powered by Cognero.

Page 235

b. False ANSWER: RATIONALE:

True Candid communication limits common problems such as meaningless meetings, rancorous silence, or ineffective teamwork in other types of organizations.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 36. Stories can have tremendous influence on people‘s beliefs, attitudes, and behaviors. a. True b. False ANSWER: True RATIONALE: Stories can have tremendous influence on people‘s beliefs, attitudes, and behaviors.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 37. Storytelling is the honest, forthright expression of one‘s thinking. a. True b. False ANSWER: False RATIONALE: Candor is the honest, forthright expression of one‘s thinking POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles Copyright Cengage Learning. Powered by Cognero.

Page 236

TOPICS: KEYWORDS: NOTES:

Leading Strategic Conversations Bloom's: Comprehension Digital Story: Connect

38. A leader must first actively listen to encourage a give-and-take exchange of information. a. True b. False ANSWER: False RATIONALE: To encourage a give-and-take exchange of information between leaders and followers, leaders need to learn to ask questions.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 39. Communication apprehension is avoidance behavior defined as ―an individual‘s level of fear or anxiety associated with real or anticipated communication with another person.‖ a. True b. False ANSWER: True RATIONALE: Yet for some people, communication experiences are difficult or unrewarding, so they may consciously or unconsciously avoid situations where communication is required. The term communication apprehension describes this avoidance behavior and is defined as ―an individual‘s level of fear or anxiety associated with either real or anticipated communication with another person or persons.‖ POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communicating to Persuade and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 40. A leader who appeals to others on an emotional level by using symbols, metaphors, and stories is building goals on common ground. a. True b. False Copyright Cengage Learning. Powered by Cognero.

Page 237

ANSWER: RATIONALE:

False Leaders appeal to others on an emotional level by using symbols, metaphors, and stories to express their messages rather than relying on facts and figures alone, thus making their position compelling to others.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communicating to Persuade and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 41. Channel richness refers to the amount of information that can be transmitted during a communication episode. a. True b. False ANSWER: True RATIONALE: Channel richness refers to the amount of information that can be transmitted during a communication episode.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Selecting the Correct Communication Channel KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 42. Digital channels are effective for addressing complex or sensitive communication. a. True b. False ANSWER: False RATIONALE: Digital channels can be advantageous; however, they are not effective for complex or sensitive messages.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Copyright Cengage Learning. Powered by Cognero.

Page 238

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Selecting the Correct Communication Channel Bloom's: Knowledge Digital Story: Engage

43. Having virtual water-cooler sessions is a way to engage employees that are working remotely. a. True b. False ANSWER: True RATIONALE: The snack bar maker KIND started holding two or three virtual water-cooler sessions a week, in which anyone could show up and chat.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Selecting the Correct Communication Channel KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 44. When leaders have a highly important message to share, they often will select one channel. a. True b. False ANSWER: False RATIONALE: When a message is highly important, leaders often use multiple media, sending the same message using different channels.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Selecting the Correct Communication Channel KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 45. One way to nonverbally communicate with your team is to stay in your office and wait for people to come to you. a. True b. False ANSWER: False RATIONALE: One way leaders nonverbally communicate the value of feedback is by practicing Copyright Cengage Learning. Powered by Cognero.

Page 239

management by wandering around (MBWA) POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-5 - Explain how nonverbal communication influences the ways in which messages are received.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Nonverbal Communication KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 46. Nonverbal communication transmits messages through actions, behavior, facial expressions, or tone of voice. a. True b. False ANSWER: True RATIONALE: Nonverbal communication--that is, messages transmitted through actions, behavior, facial expressions, and tone of voice--accounts for over one-half of the entire message received in a personal encounter.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9-5 - Explain how nonverbal communication influences the ways in which messages are received.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Nonverbal Communication KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 47. Jill, the director of the marketing, often holds large free form brainstorming session open to anyone in the company when working on innovation and new product ideas is an example of: a. strategic network b. open network c. personal network d. peer leadership network ANSWER: b RATIONALE: The CFO at Lyft holds large, free-form meetings that are open to anyone in the company and has regular office hours when any member of the finance team can talk one-on-one about any topic. This is an example of open communication network.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 240

LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 48. Which example illustrates embeddedness? a. Alfred and Anthony become excited about a new strategy for their organization. b. Martin explains the importance of a task. c. Sarah tells the story of the founding of the company at orientation. d. Nancy uses the intranet to discuss lunch plans.

ANSWER: a RATIONALE: Embeddedness means people throughout the organization are united around a common purpose based on a deep understanding and acceptance of the vision and strategy POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 49. Facilitating strategic conversations are illustrated by open communication climate, asking questions, active listening, candor, and _____.

ANSWER: storytelling RATIONALE: Facilitating strategic conversations: an open communication climate, asking questions, active listening, candor, and using stories for communication.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 50. Morris, a team manager, writes an email to his team members about the targets to be achieved for the year. He Copyright Cengage Learning. Powered by Cognero.

Page 241

requests that any concerns to be addressed directly to him. This is an example of: a. closed communication network b. centralized communication network c. matrix communication network d. open communication network.

ANSWER: b RATIONALE: Centralized communication network is a communication structure in which team members communicate through a single individual to solve problems or make decisions POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 51. Which example shows the use of an open communication network? a. Karen writing a memo to her subordinates. b. Janet, a team member, speaking to other team members. c. Abraham delivering a lengthy speech to his team. d. Milton bringing a complaint to a supervisor.

ANSWER: b RATIONALE: In an open communication network, team members freely communicate with one another and arrive at decisions together POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 52. James, a manager, inspires his team members by explaining where each one of their roles fit into the larger purpose of an upcoming project. This is an example of: a. embeddedness b. sensegiving c. communication champion d. candor Copyright Cengage Learning. Powered by Cognero.

Page 242

ANSWER: RATIONALE:

b Sensegiving is the process of influencing how others make sense of the organization, where they fit within it, and the larger purpose of their work.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 53. A leader initiates a communication by______ a thought or idea; that is, by selecting symbols (such as words) with which to compose and transmit a message.

ANSWER: encoding RATIONALE: A sender (such as a leader) initiates a communication by encoding a thought or idea; that is, by selecting symbols (such as words) with which to compose and transmit a message.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 54. A ____________ is a leader that uses communication to untie people around a common sense of purpose and identity.

ANSWER: Communication champion RATIONALE: A communication champion is grounded in the belief that communication is essential to building trust and gaining commitment to the company‘s vision, purpose, and strategy.

Leaders use communication to unite people around a common sense of purpose and identity and to ensure that the vision and strategy are deeply understood and accepted by employee.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology Copyright Cengage Learning. Powered by Cognero.

Page 243

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles How Leaders Communicate Bloom's: Application Digital Story: Perform

55. Susan, a telemarketing executive of a company producing household appliances, receives a complaint from a customer about a week's delay in delivery. Unfortunately, this is due to current supplier delays and will impact other customer deliveries. To make other telemarketing executives, leadership, and customer support specialists aware of the delays, Susan wants to address this in a companywide email. This is an example of what type of leader communication? a. Open communication b. Centralized c. Closed d. Matrix ANSWER: a RATIONALE: Open communication means sharing all types of information throughout the organization, especially across functional and hierarchical boundaries. Open communication runs counter to the traditional flow of selective information downward from supervisors to subordinates.

Good leaders want communication to flow in all directions.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-1 - Describe the significance of acting as a communication champion and a ―sensegiver‖ rather than just an information processor.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Communicate KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 56. Steven, the legal representative of a company, is attending a board meeting. He is working on practicing the WAIT method, which is part of what type of a strategic conversation strategy? a. Asking questions b. Communicating with candor c. Listening d. Storytelling ANSWER: c RATIONALE: Leaders can develop their listening just as they can any other skill. The first step is to make listening to a priority. One trick some leaders use is to remind themselves of the acronym WAIT, which stands for ―Why am I talking?‖ POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology Copyright Cengage Learning. Powered by Cognero.

Page 244

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Leading Strategic Conversations Bloom's: Application Digital Story: Perform

57. Bright Inc., a company exporting electrical appliances, fails to deliver a large shipment on time to a customer in a different country due to certain technical problems. When the problem is addressed to executive leaders, Bill expresses direct and honest communication. This is an example of: a. candor b. storytelling c. listening d. confrontation ANSWER: a RATIONALE: Candor refers to honest, forthright expression of a leader‘s thinking. Communicating with candor means being direct, honest, and clear about what followers need to do to meet an objective, while also expressing respect for others and not making people feel slighted, controlled, or exploited. Unfortunately, communicating with candor is a problem for many leaders.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9-2 - Use key elements of leader strategic conversations, such as open communication, asking questions, listening, candor, and telling stories to communicate effectively.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading Strategic Conversations KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 58. Gavin, the chief executive officer of an insurance company, is scheduled to address the company's employees at the annual state of affairs meeting. The company has been struggling over the past year due to the pandemic and loss of revenue and downsizing employees. Many employees are suffering from low morale and fear. However, this meeting is supposed be a persuasive kick off to the new year. What are the four steps of the art of persuasion Gavin could use?

Provide examples for each step.

ANSWER: Students‘ answers will vary in examples for each step. Gavin should follow the art of persuasion when developing his upcoming speech.

15. First listen to the employees.

16. Establish credibility 17. Build goals on common ground 18. Make his position compelling to others POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-3 - Summarize how to communicate in a way that persuades and influences others.

Copyright Cengage Learning. Powered by Cognero.

Page 245

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - BUSPROG: Technology - BUSPROG: Technology United States - OH - DISC: Leadership Principles Communicating to Persuade and Influence Bloom's: Evaluation Digital Story: Lead

59. Austin, a team leader with excellent speaking skills, uses management by wandering around in order to speak directly to employees as they work. Discuss this form of nonverbal communication practice and how it is effective in the workplace.

ANSWER: Answers will vary based on students‘ experience with nonverbal communication.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-5 - Explain how nonverbal communication influences the ways in which messages are received.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Nonverbal Communication KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead 60. Clement is the chief executive officer of a company. During the COVID-19 pandemic, all of his employees were sent to work from home and are continuing with this model going forward. Clement had a challenging time communicating with the employees. What are some suggestions that Clement should implement in order to ensure successful communication going forward?

ANSWER: Student‘s answers will vary. Clement can follow first by selecting the right channel for relaying messages. During the pandemic, many companies used video conferencing but found regular phone calls more satisfying than text, e-mails, or video meetings for connecting with colleagues or clients while working from home.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9-4 - Explain the considerations involved in selecting an appropriate communication channel for a given message.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Selecting the Correct Communication Channel KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead

1. Work in organizations is interdependent. a. True b. False Copyright Cengage Learning. Powered by Cognero.

Page 246

ANSWER: RATIONALE:

True Teams are not right for every situation, but much work in organizations is interdependent, which means that individuals and departments rely on other individuals and departments for information or resources in order to accomplish their work.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 359 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 2. Self-directed teams are typically completely autonomous. a. True b. False ANSWER: False RATIONALE: Self-directed teams are typically not completely autonomous, in that organizational leaders set overall direction and monitor the team‘s work on a regular basis. However, these teams are effectively trained to work with minimum supervision, and members are jointly responsible for making decisions and solving problems.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 359 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 3. Members on large teams typically ask more questions, exchange more opinions, and exhibit more cooperative behavior. a. True b. False ANSWER: False RATIONALE: Members on small teams typically ask more questions, exchange more opinions, and exhibit more cooperative behavior. In addition, people in small teams report higher motivation, more job satisfaction, and a greater sense of belonging and cohesiveness.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

Page 247

REFERENCES: p. 363 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Team to High Performance KEYWORDS: Bloom's: Comprehension 4. The third stage of team development is called norming. a. True b. False ANSWER: True RATIONALE: Norming stage of team development in which conflicts have been resolved and team unity emerges.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 370 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes KEYWORDS: Bloom's: Analysis 5. Employee morale is higher in cohesive teams. a. True b. False ANSWER: True RATIONALE: As a general rule, morale is higher in cohesive teams because of increased communication among members, a friendly team climate, maintenance of membership because of commitment to the team, loyalty, and member participation in team decisions and activities.

High cohesiveness has almost uniformly good effects on the satisfaction and morale of team members.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 370 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes Copyright Cengage Learning. Powered by Cognero.

Page 248

KEYWORDS:

Bloom's: Comprehension

6. Successful teams require only the task-specialist role. a. True b. False ANSWER: False RATIONALE: For a team to be successful over the long term, both task-oriented behavior and relationshiporiented behavior are required within the team. The task-specialist role is associated with behaviors that help the team accomplish its goal.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 376 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-4 - Explain the challenges associated with teamwork, including why people sometimes have negative feelings about working in a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Contribute KEYWORDS: Bloom's: Analysis 7. A characteristic of virtual teams is the requirement to meet face-to-face in the same physical space. a. True b. False ANSWER: False RATIONALE: The key characteristics of virtual teams are spatial distance limits face-to-face interaction, and the use of technological communication is the primary means of connecting team members.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 379 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Virtual/Remote Teams KEYWORDS: Bloom's: Analysis 8. An advantage of virtual teams is the ability to rapidly assemble a talented group of people. a. True b. False ANSWER: True RATIONALE: One of the primary advantages of virtual teams is the ability to rapidly assemble the most talented group of people to complete a complex project, solve a particular problem, or exploit a specific strategic opportunity. On a practical level, organizations can save employees time Copyright Cengage Learning. Powered by Cognero.

Page 249

and cut travel expenses when people meet in virtual rather than physical space.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 379 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Virtual/Remote Teams KEYWORDS: Bloom's: Analysis 9. The avoiding style of handling conflict reflects neither assertiveness nor cooperativeness. a. True b. False ANSWER: True RATIONALE: The avoiding style (―No way‖) of handling conflict reflects neither assertiveness nor cooperativeness. It is appropriate when an issue is trivial, when there is no chance of winning, when a delay to gather more information is needed, or when a disruption would be costly.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 385 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Knowledge 10. Effective leaders should vary their style to fit the specific situation. a. True b. False ANSWER: True RATIONALE: Each of the five styles of conflict resolution is appropriate in certain cases, and effective team members and leaders vary their style to fit the specific situation and the people involved.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 385 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities Copyright Cengage Learning. Powered by Cognero.

Page 250

TOPICS: KEYWORDS:

Handling Team Conflict Bloom's: Comprehension

11. Which statement is true of teams? a. Teams work to accomplish a shared goal. b. Great teams have individual "stars." c. Teams comprise a minimum of five members. d. Great teams work together only when the need arises.

ANSWER: a RATIONALE: A team is a unit of two or more people who interact and coordinate their work to accomplish a shared goal or purpose to which they are committed and hold themselves mutually accountable.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 360 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 12. Daria, a research analyst at Highend Inc., works independently, without the need for a supervisor. When her team is offered a project, she assembles her team members to plan and organize the work. Each team member takes turns to undertake a different role. This helps them gain experience in every aspect of their work. Each team member is held accountable for their work, and every person works toward meeting the agreed deadline. In the given scenario, which type of team has been described? a. Cross-departmental team b. Functional team c. Special-purpose team d. Self-directed team ANSWER: d RATIONALE: Self-directed teams are made up of employees who work with minimum supervision and rotate jobs to produce an entire product or service, or at least one complete aspect or portion of a product or service.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 359 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 251

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - BUSPROG: Group Dynamics The Value of Teams Bloom's: Application

13. A group consists of people who: a. hold themselves mutually accountable. b. interact and coordinate regularly. c. do related work but may not depend on each other. d. share a specific team vision.

ANSWER: c RATIONALE: A group of employees whose work is related is not a team unless the members share a common purpose that requires them to depend on each other. In addition, the concept of teamwork implies that people sublimate their individual needs, desires, and egos and synthesize their knowledge, skills, and efforts toward accomplishing a common goal.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 359 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 14. A(n) _____ is made up of members from different departments within an organization. a. functional team b. special team c. cross-functional team d. self-directed team ANSWER: c RATIONALE: A cross- functional team is made up of members from different departments within the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 361-362 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 252

15. _____ focus on a particular goal and disband once the project is completed. a. Horizontal teams b. Self-directed teams c. Functional teams d. Special-purpose teams ANSWER: d RATIONALE: Special-purpose teams focus on a specific purpose and disband once the project is completed.

They are created outside the formal organization structure to undertake a project of special importance or complexity or to develop a new product or service.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 362 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 16. _____ are made up of members who work with minimum supervision and rotate jobs to produce a complete product or service. a. Functional teams b. Special-purpose teams c. Self-directed teams d. Cross-departmental teams ANSWER: c RATIONALE: Self-directed teams are teams made up of members who work with minimum supervision and rotate jobs to produce a complete product or service. Empirical studies have shown that selfdirected teams are associated with higher job satisfaction.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 363 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 17. A(n) _____ is a team member who attains benefits from team membership but does not actively participate in and Copyright Cengage Learning. Powered by Cognero.

Page 253

contribute to the team‘s work. a. free rider b. team leader c. team player d. group member ANSWER: a RATIONALE: A free rider is a team member who attains benefits from team membership but does not actively participate in and contribute to the team's work. Free riding is sometimes called social loafing because some members do not exert equal effort.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 374 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-4 - Explain the challenges associated with teamwork, including why people sometimes have negative feelings about working in a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Contribute KEYWORDS: Bloom's: Knowledge 18. The ________ safety of a team climate is characterized by mutual trust and respect.

ANSWER: Psychological RATIONALE: Psychological safety within a team climate is characterized by mutual trust and respect.

Members are comfortable being themselves by taking risks to share their creative ideas and personal feelings, and by encouraging others to be personally vulnerable in front of one another.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 367 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 10-2 - Outline the elements necessary for creating high performing teams.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Dilemma for Team Members KEYWORDS: Bloom's: Knowledge 19. Which of the following is a common dysfunction of teams? a. Lack of trust b. Lack of guidance c. Fear of responsibility d. Lack of skill ANSWER: a RATIONALE: Refer to Exhibit 10.4. Five common dysfunctions in teams are lack of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 254

DIFFICULTY: Easy REFERENCES: p. 376 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-4 - Explain the challenges associated with teamwork, including why people sometimes have negative feelings about working in a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Contribute KEYWORDS: Bloom's: Knowledge 20. In terms of the common team dysfunctions, inattention to results leads members to: a. hide conflicting opinions. b. put personal ambition ahead of collective results. c. engage in finger-pointing when things go wrong. d. feel a lack of commitment to decisions.

ANSWER: b RATIONALE: Refer to Exhibit 10.4. Inattention to results, a common dysfunction of teams, leads members to put personal ambition or the needs of their individual departments ahead of collective results.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 376 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-4 - Explain the challenges associated with teamwork, including why people sometimes have negative feelings about working in a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Contribute KEYWORDS: Bloom's: Comprehension 21. Which dysfunction of teams results in members not accepting responsibility for outcomes? a. Fear of conflict b. Lack of commitment c. Avoidance of accountability d. Inattention to results ANSWER: c RATIONALE: Refer to Exhibit 10.4. Avoidance of accountability, a common dysfunction of teams, leads members to not accept responsibility for outcomes and engage in finger-pointing when things go wrong.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 376 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 255

LEARNING OBJECTIVES: 10-4 - Explain the challenges associated with teamwork, including why people sometimes have negative feelings about working in a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Contribute KEYWORDS: Bloom's: Comprehension 22. Small teams perform better than large ones because: a. members exchange more opinions. b. members do not feel like a part of the group. c. there is lower motivation. d. fewer questions are asked.

ANSWER: a RATIONALE: Much research has shown that small teams (six or fewer members) perform better than large ones. Members on small teams typically ask more questions, exchange more opinions, and exhibit more cooperative behavior. In addition, people in small teams report higher motivation, more job satisfaction, and a greater sense of belonging and cohesiveness.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 363 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Analysis 23. The storming stage of team development is marked by: a. conflict and disagreement. b. orientation. c. establishment of order and cohesion. d. cooperation and problem solving.

ANSWER: a RATIONALE: During the storming stage of team development, individual personalities emerge more clearly. People become more assertive in clarifying their roles. This stage is marked by conflict and disagreement.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 369 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 256

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Legal Responsibilities Leading Team Processes Bloom's: Analysis

24. The leader's role during the _____ stage of team development is to encourage participation by each team member and help people find their common vision and values. a. forming b. norming c. storming d. performing ANSWER: c RATIONALE: During the storming stage of team development, individual personalities emerge more clearly. People become more assertive in clarifying their roles. The leader's role during the storming stage is to encourage participation by each team member and help people find their common vision and values.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 369 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes KEYWORDS: Bloom's: Analysis 25. During the _____ stage of team development, task performance is no longer a top priority and leaders frequently focus on team members' social and emotional needs. a. adjourning b. forming c. performing d. storming ANSWER: a RATIONALE: The adjourning stage of team development occurs in committees and teams that have a limited task to perform and are disbanded afterward. During this stage, the emphasis is on wrapping up and gearing down. Task performance is no longer a top priority, and leaders frequently focus on team members' social and emotional needs.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 370 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities Copyright Cengage Learning. Powered by Cognero.

Page 257

TOPICS: KEYWORDS:

Leading Team Processes Bloom's: Analysis

26. During the _____ stage of team development, the major emphasis is on accomplishing the team's goals. a. forming b. norming c. adjourning d. performing ANSWER: d RATIONALE: During the performing stage of team development, the major emphasis is on accomplishing the team's goals. Members are committed to the team's mission. They interact frequently, coordinate their actions, and handle disagreements in a mature, productive manner.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 370 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes KEYWORDS: Bloom's: Analysis 27. People slip into _____ when the desire for harmony outweighs concerns over decision quality. a. concept mapping b. lateral thinking c. brainstorming d. groupthink ANSWER: d RATIONALE: Groupthink refers to the tendency of people in cohesive groups to suppress contrary opinions.

People slip into groupthink when the desire for harmony outweighs concerns over decision quality.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 371 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes KEYWORDS: Bloom's: Comprehension 28. People who play a task-specialist role often: a. praise and encourage others to draw forth their contributions.

Copyright Cengage Learning. Powered by Cognero.

Page 258

b. reconcile group conflicts. c. stimulate the team into action when interest drops. d. shift their own opinions to maintain team harmony.

ANSWER: c RATIONALE: The task-specialist role is associated with behaviors that help the team accomplish its goal.

People who play a task-specialist role often stimulate the team into action when interest drops.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 376 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-4 - Explain the challenges associated with teamwork, including why people sometimes have negative feelings about working in a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Contribute KEYWORDS: Bloom's: Comprehension 29. People who adopt a socioemotional role: a. stimulate the team into action when interest drops. b. give candid feedback on others‘ suggestions. c. propose new solutions to team problems. d. encourage others to draw forth their contributions.

ANSWER: d RATIONALE: The socioemotional role includes behaviors that maintain people's emotional well-being and strengthen the social identity. People who adopt a socioemotional role are warm and receptive to others' ideas and praise and encourage others to draw forth their contributions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 377 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Must Contribute KEYWORDS: Bloom's: Comprehension 30. Which behavior is displayed by people who play a task-specialist role? a. Reduce tension b. Praise and encourage others c. Maintain harmony d. Initiate ideas ANSWER: d Copyright Cengage Learning. Powered by Cognero.

Page 259

RATIONALE:

People who play a task-specialist role often display the following behaviors: initiate ideas, give opinions, seek information, summarize, and energize. The task-specialist role is associated with behaviors that help the team accomplish its goal.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 376 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Must Contribute KEYWORDS: Bloom's: Comprehension 31. The team role associated with facilitating others' participation, smoothing conflicts, showing concern for team members' needs, and reminding others of standards for team interaction is the _____ role. a. managerial b. authoritarian leadership c. task-specialist d. socioemotional ANSWER: d RATIONALE: The socioemotional role is associated with facilitating others' participation, smoothing conflicts, showing concern for team members' needs and feelings, serving as a role model, and reminding others of standards for team interaction. The socioemotional role includes behaviors that maintain people‘s emotional well-being and strengthen the social identity.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 378 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Must Contribute KEYWORDS: Bloom's: Comprehension 32. A global team: a. is also known as a cross-functional team. b. has members from the same culture. c. is a cross-border work team. d. uses face-to-face communication.

ANSWER: c RATIONALE: A global team is a cross-border work team made up of members of different nationalities whose activities span multiple countries. Virtual teams are sometimes also global teams.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 260

DIFFICULTY: Easy REFERENCES: p. 378 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Virtual/Remote Teams KEYWORDS: Bloom's: Knowledge 33. An advantage of a virtual team is the ability to: a. trust people to do their jobs without constant supervision. b. monitor team members. c. save employees time. d. have complete control over team members.

ANSWER: c RATIONALE: One of the primary advantages of virtual teams is the ability to rapidly assemble the most talented group of people to complete a complex project, solve a particular problem, or exploit a specific strategic opportunity. The diverse mix of people can fuel creativity and innovation.

On a practical level, organizations can save employees time and cut travel expenses when people meet in virtual rather than physical space.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 378 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Virtual/Remote Teams KEYWORDS: Bloom's: Analysis 34. To be successful, virtual team leaders should: a. disband the team once a project is completed. b. encourage groupthink. c. use technology to build relationships. d. use e-mail for conflict resolution.

ANSWER: c RATIONALE: Leaders apply technology to build relationships. Leaders can hold team meetings using Skype, for example, to enable people to get to know one another and clarify roles and project tasks. They should encourage non-task-related communication such as the use of online social networking.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 378 Copyright Cengage Learning. Powered by Cognero.

Page 261

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Virtual/Remote Teams KEYWORDS: Bloom's: Comprehension 35. _____ refers to antagonistic interaction in which one party attempts to block the intentions or goals of another. a. Mediation b. Groupthink c. Conflict d. Bargaining ANSWER: c RATIONALE: Conflict refers to antagonistic interaction in which one party attempts to block the intentions or goals of another. Effective conflict management has a positive impact on team cohesiveness and performance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 383 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Knowledge 36. The dominating style of conflict handling in a team reflects: a. neither assertiveness nor cooperativeness. b. assertiveness to get one‘s own way. c. a moderate amount of both assertiveness and cooperativeness. d. a high degree of cooperativeness.

ANSWER: b RATIONALE: The dominating style (―my way‖) of conflict handling in a team reflects assertiveness to get one's own way and should be used when quick, decisive action is vital on important issues or unpopular actions, such as during emergencies or urgent cost cutting.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 383 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities Copyright Cengage Learning. Powered by Cognero.

Page 262

TOPICS: KEYWORDS:

Handling Team Conflict Bloom's: Comprehension

37. When quick, decisive action is vital on important issues, the _____ style of handling conflict in a team is appropriate. a. "my way" b. "no way" c. "half way" d. "your way" ANSWER: a RATIONALE: The dominating style (―my way‖) of handling conflict in a team reflects assertiveness to get one's own way and should be used when quick, decisive action is vital on important issues or unpopular actions, such as during emergencies or urgent cost cutting.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 383 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Comprehension 38. _____ is a form of adversarial negotiation in which conflicting parties compete to win the most resources and give up as little as possible. a. Integrative negotiation b. Distributive negotiation c. Groupthink d. Brainstorming ANSWER: b RATIONALE: Distributive negotiation is a form of adversarial negotiation in which conflicting parties compete to win the most resources and give up as little as possible. A win–lose approach, distributive negotiation is competitive and adversarial rather than collaborative, and it does not typically lead to positive long-term relationships.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 383 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Knowledge 39. _____ is based on a win-win assumption, in that all parties want to come up with a creative solution that can benefit both sides.

Copyright Cengage Learning. Powered by Cognero.

Page 263

a. Mediation b. Integrative negotiation c. Groupthink d. Distributive negotiation ANSWER: b RATIONALE: Integrative negotiation is based on a win-win assumption, in that all parties want to come up with a creative solution that can benefit both sides. Rather than viewing the conflict as a winlose situation, people look at the issues from multiple angles, consider trade-offs, and try to ―expand the pie‖ rather than divide it.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 383 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Knowledge 40. A(n) _____ is a unit of two or more people who interact and coordinate their work to accomplish a shared goal or purpose for which they are committed and hold themselves mutually accountable.

ANSWER: team RATIONALE: A team is a unit of two or more people who interact and coordinate their work to accomplish a shared goal or purpose for which they are committed and hold themselves mutually accountable.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p.360 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 41. _____ are made up of a supervisor and subordinates in the formal chain of command.

ANSWER: Functional teams RATIONALE: A functional team is part of the traditional vertical hierarchy. This type of team is made up of a supervisor and his or her subordinates in the formal chain of command. Sometimes called a vertical team or a command team, the functional team can include three or four levels of hierarchy within a department.

Copyright Cengage Learning. Powered by Cognero.

Page 264

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 360-361 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 42. _____ facilitate information sharing across functional boundaries and develop new ideas and solutions for existing organizational problems.

ANSWER: Cross-functional teams/Cross-departmental teams RATIONALE: A cross-departmental term is made up of members from different departments within the organization. These teams are often called cross-functional teams. Cross-departmental teams facilitate information sharing across functional boundaries, generate suggestions for coordinating the departments represented, develop new ideas and solutions for existing organizational problems, and assist in developing new practices or policies.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 361-362 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Knowledge 43. _____ have access to information and resources needed to perform a complete task and are empowered with decisionmaking authority to take over duties such as selecting new members, scheduling work or vacations, and evaluating performance.

ANSWER: Self-directed teams RATIONALE: Self-directed teams are teams made up of members who work with minimum supervision and rotate jobs to produce a complete product or service. They have access to information and resources needed to perform a complete task and are empowered with decision-making authority to take over duties such as selecting new members, scheduling work or vacations, and evaluating performance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 363 QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

Page 265

HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Comprehension 44. In the _____ stage of team development, orientation and getting acquainted take place.

ANSWER: forming RATIONALE: The forming stage of team development is a period of orientation and getting acquainted.

Team members find out what behavior is acceptable to others, explore friendship possibilities, and determine task orientation.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 369 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes KEYWORDS: Bloom's: Analysis 45. _____ is the extent to which members are attracted to the team and motivated to remain in it.

ANSWER: Team cohesiveness RATIONALE: Team cohesiveness is defined as the extent to which members are attracted to the team and motivated to remain in it. Members of highly cohesive teams are committed to team activities, attend meetings, and are happy when the team succeeds.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 370 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes KEYWORDS: Bloom's: Knowledge 46. The _____ is a team leadership role associated with facilitating others' participation, smoothing conflicts, showing concern for team members' needs and feelings, serving as a role model, and reminding others of standards for team interaction.

ANSWER: socioemotional role Copyright Cengage Learning. Powered by Cognero.

Page 266

RATIONALE:

The socioemotional role is a team role associated with facilitating others' participation, smoothing conflicts, showing concern for team members' needs and feelings, serving as a role model, and reminding others of standards for team interaction. The socioemotional role includes behaviors that maintain people‘s emotional well-being and strengthen the social identity.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 377 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-4 - Explain the challenges associated with teamwork, including why people sometimes have negative feelings about working in a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Contribute KEYWORDS: Bloom's: Knowledge 47. A(n) _____ is made up of geographically or organizationally dispersed members who share a common purpose and are linked primarily through advanced information technologies.

ANSWER: virtual team RATIONALE: A virtual team is made up of geographically or organizationally dispersed members who share a common purpose and are linked primarily through advanced information technologies.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 378 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Virtual/Remote Teams KEYWORDS: Bloom's: Knowledge 48. _____ refers to disagreements among people about the goals to be achieved or the content of the tasks to be performed.

ANSWER: Task conflict RATIONALE: Task conflict refers to disagreements among people about the goals to be achieved or the content of the tasks to be performed. In general, research suggests that task conflict can be beneficial because it leads to better decision-making and problem solving.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 383 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

Copyright Cengage Learning. Powered by Cognero.

Page 267

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Legal Responsibilities Handling Team Conflict Bloom's: Knowledge

49. _____ is based on a win-win assumption, in that all parties want to come up with a creative solution that can benefit both sides of the conflict.

ANSWER: Integrative negotiation RATIONALE: Integrative negotiation is based on a win-win assumption, in that all parties want to come up with a creative solution that can benefit both sides. Rather than viewing the conflict as a winlose situation, people look at the issues from multiple angles, consider trade-offs, and try to ―expand the pie‖ rather than divide it.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 383 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Knowledge 50. Briefly describe self-directed teams.

ANSWER: Self-directed teams have access to information and resources needed to perform a complete task and are empowered with decision-making authority to take over duties such as selecting new members, scheduling work or vacations, and evaluating performance. Self-directed teams are typically not completely autonomous, in that organizational leaders set overall direction and monitor the team‘s work on a regular basis. However, these teams are effectively trained to work with minimum supervision, and members are jointly responsible for making decisions and solving problems.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 359 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Comprehension 51. Why are small teams more effective than large teams?

ANSWER: Teams must be large enough to have diverse skills, about seven people, yet small enough for members to feel like part of a community. Research shows that small teams exhibit more cooperative behavior, ask more questions, and exchange more opinions. Large teams tend to Copyright Cengage Learning. Powered by Cognero.

Page 268

have more disagreements, form subgroups, and are prone to conflicts. Large teams also tend to be less friendly.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 368 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Team to High Performance KEYWORDS: Bloom's: Evaluation 52. An important factor in team effectiveness is ensuring that the needs for both task accomplishment and team members' socioemotional well-being are met. Discuss.

ANSWER: For a team to be successful over the long term, both task-oriented behavior and relationshiporiented behavior are required within the team. The task-specialist role is associated with behaviors that help the team accomplish its goal. The socioemotional role includes behaviors that maintain people's emotional well-being and strengthen the social identity. Teams with mostly socioemotional roles can be satisfying, but they can be unproductive. At the other extreme, a team made up primarily of task specialists will tend to have a singular concern for task accomplishment. This team will be effective for a short period of time but will not be satisfying for members over the long run. Effective teams have people in both task-specialist and socioemotional roles. A well-balanced team will do best over the long term because it will be personally satisfying for team members and it will accomplish its tasks.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 378 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Must Contribute KEYWORDS: Bloom's: Analysis 53. What are the characteristics of an agile team?

ANSWER: Students answer will vary, with any of the variations listed below.

19. Agile teams are small in size, typically made up of three to six people. Small size enables better coordination and faster decision-making. Team members can interact closely with other team members, stay close to their customer, and quickly implement changes as needed.

20. They are composed of employees from different functional areas. Teams are multidisciplinary, made up of both technical and nontechnical employees, and include all the functions needed to perform the team‘s task and meet its goals.

21. They are composed of employees from different functional areas. Teams are Copyright Cengage Learning. Powered by Cognero.

Page 269

multidisciplinary, made up of both technical and nontechnical employees, and include all the functions needed to perform the team‘s task and meet its goals.

22. They focus on building solutions for distinct, small, manageable components of larger, complex problems that are integrated into a comprehensive whole. Agile thinking recognizes that ambiguity and rapid change in today‘s world create big problems that can best be solved by teams that work on specific aspects of the problem in collaboration with other teams and customers.

23. They develop extremely close relationships with their customers, both inside and outside the organization. Agile teams are obsessed with continuously adding value for customers. In a sense, the customer is the boss of agile teams. Continuous interactions among teams and customers are the norm. A study by McKinsey & Company found that 80 percent of companies using agile teams developed new products and services by working closely with customers and field-testing new ideas and prototypes for rapid feed- back to improve the product.

24. They hold a daily 15-minute meeting, called a scrum, during which members share progress, report obstacles or problems, and make commitments. Typically, in the daily scrum, each team member answers three questions: (1) ―What have I accomplished since yesterday‘s meeting?‖ (2) ―What will I do before tomorrow‘s meeting?‖ and (3) ―What issues or problems might impede my most efficient and effective performance?‖ POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 364 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 10-1 - Explain how a leader might encourage a group of individuals to work as a collaborative team capable of achieving high performance through a shared mission and collective responsibility.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: The Value of Teams KEYWORDS: Bloom's: Analysis 54. Name the leadership styles appropriate for handling conflict.

ANSWER: Effective leaders and team members vary their style of handling conflict to fit a specific situation, as each style is appropriate in certain cases: the dominating style, the avoiding style, the compromising style, the accommodating style, and the collaborating style.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 385-386 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Comprehension 55. Describe the characteristics of a virtual team.

Copyright Cengage Learning. Powered by Cognero.

Page 270

ANSWER:

A virtual team is made up of geographically or organizationally dispersed members who are linked primarily through advanced information and telecommunication technologies. Team members use e-mail, voice mail, videoconferencing, Internet and intranet technologies, and various types of collaboration software to perform their work rather than meeting face-toface. Virtual teams may be temporary cross-functional teams pulled together to work on specific problems, or they may be long-term or permanent self-directed teams. Team leadership is shared or altered, depending on the expertise needed at each stage of the project.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 378 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 10-5 - Explain the challenges and benefits of virtual teams and the team leader behaviors that contribute to virtual team effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities - DISC: Legal Responsibilities TOPICS: Leading a Virtual/Remote Teams KEYWORDS: Bloom's: Analysis 56. Describe the five styles of handling conflict in a team.

ANSWER: There are five styles of handling conflict.

1. The dominating style (―my way‖) reflects assertiveness to get one's own way and should be used when quick, decisive action is vital on important issues or unpopular actions.

2. The avoiding style (―no way‖) reflects neither assertiveness nor cooperativeness. It is appropriate when an issue is trivial, when there is no chance of winning, when a delay to gather more information is needed, or when a disruption would be costly.

3. The compromising style (―half way‖) reflects a moderate amount of both assertiveness and cooperativeness. It is appropriate when the goals on both sides are equally important, when opponents have equal power and both sides want to split the difference, or when people need to arrive at temporary or expedient solutions under time pressure.

4. The accommodating style (―your way‖) reflects a high degree of cooperativeness, which works best when people realize that they are wrong, when an issue is more important to others than to oneself, when building social credits for use in later discussions, and when maintaining harmony is especially important.

5. The collaborating style (―our way‖) reflects a high degree of both assertiveness and cooperativeness. The collaborating style enables both parties to win, although it may require substantial bargaining and negotiation. The collaborating style is important when both sets of concerns are too important to be compromised, when insights from different people need to be merged into an overall solution, and when the commitment of both sides is needed for a consensus.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 385-386 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 271

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Legal Responsibilities Handling Team Conflict Bloom's: Comprehension

57. The ___________ conflict handling style that reflects a moderate amount of both assertiveness and cooperativeness.

ANSWER: Compromising RATIONALE: The compromising style (―half way‖) reflects a moderate amount of both assertiveness and cooperativeness. It is appropriate when the goals on both sides are equally important, when opponents have equal power and both sides want to split the difference, or when people need to arrive at temporary or expedient solutions under time pressure.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 385 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Comprehension 58. Which characteristic is needed for high-performing teams? a. Self-direction b. Members who share the same skills c. Technology usage d. Explicit metrics ANSWER: d RATIONALE: To succeed, team members have to know what is expected of them and commit to accomplishing it. High-performing teams have a specific, clearly defined purpose and a welldefined set of goals, enabling people to come together in a shared undertaking. A team cannot succeed if people are floundering and wondering why the team exists, or if people are going in different directions rather than pulling together for a common purpose. Team members also need clear metrics so they know how well they are progressing toward meeting goals.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 365 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-2 - Outline the elements necessary for creating high performing teams.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading a Team to High Performance KEYWORDS: Bloom's: Analysis 59. To help their team succeed, team members should: a. become free riders.

Copyright Cengage Learning. Powered by Cognero.

Page 272

b. give up their independence. c. avoid accountability. d. focus on personal goals.

ANSWER: b RATIONALE: When people become part of a team, their success depends on the team‘s success; therefore, they are dependent on how well other people perform, not just on their own individual initiative and actions. In addition, whereas most people are comfortable with the idea of making sacrifices in order to achieve their own individual success, teamwork demands that they make sacrifices for group success. The idea is that each person should put the team first, even if at times it hurts the individual.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 374 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-4 - Explain the challenges associated with teamwork, including why people sometimes have negative feelings about working in a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: What Team Members Contribute KEYWORDS: Bloom's: Analysis 60. Tom and his group have been working on a project for several weeks. They are in the norming stage. As the leader, what should Tom be doing in this stage? a. Tom should give out certificates or awards. b. Tom should help shy team members establish relationships with others. c. Tom should help the team self-manage to reach its goals. d. Tom should emphasize openness within the team.

ANSWER: d RATIONALE: At the norming stage, conflict has been resolved and team unity and harmony emerge.

Consensus develops as to who the natural team leaders are, and members' roles are clear.

Team members come to understand and accept one another. Differences are resolved, and members develop a sense of cohesiveness. This stage typically is of short duration and moves quickly into the next stage. The team leader should emphasize openness within the team and continue to facilitate communication and clarify team roles, values, and expectations.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 368 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes KEYWORDS: Bloom's: Application 61. Which team development stage sees an increase in team cohesion?

Copyright Cengage Learning. Powered by Cognero.

Page 273

a. Prioritizing personal goals b. Low morale c. Personal attraction to the team d. Importance of the task ANSWER: c RATIONALE: Refer to Exhibit 10.2. The norming stage establishes team cohesion.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 369 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-3 - Describe the states of team development, including the dynamics within each stage that impact cohesion and productivity.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Leading Team Processes KEYWORDS: Bloom's: Analysis 62. When maintaining harmony is especially important, the _____ style of handling conflict in a team is appropriate. a. "my way" b. "no way" c. "half way" d. "your way" ANSWER: d RATIONALE: The accommodating style (―your way‖) reflects a high degree of cooperativeness, which works best when people realize that they are wrong, when an issue is more important to others than to oneself, when building social credits for use in later discussions, and when maintaining harmony is especially important.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 385 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Comprehension 63. Mary Beth and Jo Lynne have been on the social team for two months. Even though the deadline for committing to a location for the annual awards dinner is quickly approaching, the antagonism between Mary Beth and Jo Lynne has made it impossible to move forward. What type of conflict is preventing the team's success? a. Groupthink b. Relationship conflict c. Time conflict d. Task conflict Copyright Cengage Learning. Powered by Cognero.

Page 274

ANSWER: RATIONALE:

b Relationship conflict refers to personal incompatibility that creates tension and feelings of personal animosity among people. Relationship conflict is typically associated with negative consequences for team effectiveness.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 383 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10-6 - Describe the skills needed to facilitate conflict resolution among members of a team.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Legal Responsibilities TOPICS: Handling Team Conflict KEYWORDS: Bloom's: Application

1. A term used to describe the degree to which an employee feels like an esteemed member of a group is: a. exclusion. b. inclusion. c. affirmative action. d. workforce blending.

ANSWER: b RATIONALE: Inclusion the degree to which an employee feels like an esteemed member of a group in which their uniqueness is highly appreciated.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 2. In terms of diversity, business performance is most likely to be enhanced when: a. the organization provides consumer products or services. b. the organization provides industrial products or services. c. the organization‘s culture supports diversity. d. at least 20 percent of the employees are from a protected group.

ANSWER: c RATIONALE: The general picture is that cultural diversity can drive business development. By reflecting the demographics of the community, companies become more desirable in the global marketplace.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 275

DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. An advantage for a company having organizational diversity is that: a. it has an increased understanding of the marketplace. b. company employees are more likely to buy its products. c. the company will receive a seal of approval from the United Nations. d. the price of company stock is likely to rise.

ANSWER: a RATIONALE: Leaders recognize that building diverse and inclusive organizations provides clear benefits, including: better use of employee talent, increased understanding of the marketplace, enhanced breadth of understanding in leadership positions, increased quality of team problem solving, and reduced costs associated with high turnover, absenteeism, and lawsuits.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 4. Diversity of thought means: a. being confrontational with different employees. b. treating male and female workers at the call center differently. c. having different ideas, viewpoints, skill sets, and ways of thinking. d. setting high work standards for certain employees based on differences.

ANSWER: c RATIONALE: Diversity of thought, different ideas, different viewpoints, different skill sets, and different ways of thinking and reasoning.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your Copyright Cengage Learning. Powered by Cognero.

Page 276

future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Factors Influencing Leadership Practice KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. A company offering child-care and elder-care benefits: a. increases the number of discrimination lawsuits. b. helps reduce turnover and absenteeism. c. decreases problem-solving skills of employees. d. enhances understanding of leadership positions.

ANSWER: b RATIONALE: Because family responsibilities contribute to turnover and absenteeism, many companies now offer child-care and elder-care benefits, flexible work arrangements, remote work options, and part-time employment to accommodate employees‘ responsibilities at home.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 6. Workers with a natural tendency towards one‘s own culture and subculture being superior to other cultures is called: a. stereotyping b. power c. ethnocentrism d. unconscious bias ANSWER: c RATIONALE: Most people, including leaders, have a natural tendency toward ethnocentrism, which refers to the belief that one‘s own culture and subculture are inherently superior to other cultures.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Comprehension Copyright Cengage Learning. Powered by Cognero.

Page 277

NOTES:

Digital story: Connect

7. The typical behavior of French managers in major French corporations illustrates how: a. cultural values influence leadership style. b. control systems vary across cultures. c. leadership styles have become quite similar across cultures. d. the consensus style of management is popular in Europe.

ANSWER: a RATIONALE: One example of the influence of values on management and leadership style is the behavior of French managers. France has always put a strong emphasis on class. French managers who have attended the major business schools (Grand Écoles) have the highest status of all. The implication for leadership style is that French managers, particularly in major corporations, are part of an elite class, and they behave in a superior, authoritarian manner. See ―Cultural Factors Influencing Leadership Practice.‖ POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Factors Influencing Leadership Practice KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 8. A study of 457 German managers indicated that they had a pronounced cultural value related to: a. compassion for average-performing workers. b. a belief in low technology. c. a weak performance orientation. d. a strong performance orientation.

ANSWER: d RATIONALE: German managers were studied as part of the GLOBE project. Data were collected on culture and leadership from 457 middle managers in the telecommunications, food-processing, and finance industries. A strong performance orientation was found to be the most pronounced German cultural value. See ―Cultural Factors Influencing Leadership Practice.‖ POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Factors Influencing Leadership Practice KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect Copyright Cengage Learning. Powered by Cognero.

Page 278

9. The example of Starbucks employees calling the police after two Black men were waiting for a friend in the store reflects: a. ethnocentrism. b. workforce diversity c. unconscious bias d. diversity of thought.

ANSWER: c RATIONALE: Starbucks leaders became embroiled in a public relations nightmare after two Black men were arrested on suspicion of trespassing as they waited for a friend in a Philadelphia store.

Starbucks CEO Kevin Johnson said this was an example of unconscious bias on the part of employees.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Comprehension 10. Companies can capitalize on diversity by: a. having all males in higher positions. b. Including diverse employees at all levels. c. advertise that they have a diverse workforce. d. hiring only certain groups.

ANSWER: b RATIONALE: Companies can capitalize on diversity by including more diverse employees in business decisions at all levels. See Exhibit 11.2.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 11. New account executive Katrina is taking over a book of clients because Richard is retiring. In making the rounds to introduce herself to the clients, one client, Randy, was nice at first but further along in the conversation started making comments like ―little lady‖ and ―maybe a guy would understand this better.‖ Katrina is experiencing: a. the glass ceiling Copyright Cengage Learning. Powered by Cognero.

Page 279

b. ethnocentrism c. unconscious bias d. stereotyping ANSWER: RATIONALE:

d A stereotype is a rigid, exaggerated, irrational, and typically negative belief or image associated with a particular group of people.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 12. To motivate diverse people to actually buy products, a company's sales representatives should be: a. multicultural. b. inflexible. c. laid back. d. ethnocentric.

ANSWER: a RATIONALE: A marketing advantage of managing for diversity is that many people from culturally diverse groups prefer to buy from a company with a good reputation for managing diversity.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 13. An example of women of color facing a concert ceiling is: a. language differences. b. ethnocentric. c. first rung. d. double jeopardy.

ANSWER: d RATIONALE: For women of color, advancing in their careers is tough. Ayanna S. Pressley, from Massachusetts, the first Black woman elected to the U.S. Congress, says women of color face Copyright Cengage Learning. Powered by Cognero.

Page 280

not simply a glass ceiling, but a concrete ceiling. The term double jeopardy has been used to describe the double dose of discrimination that women of color face.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 14. Which of the following is a quality on which women scored higher than men? a. Takes initiative b. Has agility c. Inspirational motivation d. Intellectual stimulation ANSWER: b RATIONALE: Exhibit 11.3, Comparison of Male and Female Leaders by Their Direct Reports, shows the areas where women scored higher than men.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ways Women Lead KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 15. The leadership style that people develop personal relationships with followers is called _____. a. interactive leadership b. inclusive leadership c. transformational leadership d. gender-driven leadership ANSWER: a RATIONALE: Interactive leadership a leadership style in which people develop personal relationships with followers, share power and information, empower employees, and strive to enhance others‘ feelings of self-worth.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 281

HAS VARIABLES: False LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity and Cultural Intelligence KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 16. It is recommended that to develop personal diversity awareness, one must: a. achieve a multicultural attitude. b. recognize that universal needs rarely exist across cultures. c. emphasize extrinsic (external) motivation for most workers. d. recognize that people will work for a cause but die for money.

ANSWER: a RATIONALE: The Exhibit 11.4, Stages of Personal Diversity Awareness, shows the highest level of awareness needed for diverse leadership.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 17. Which of the following is not a style used by women differently from men? a. More collaborative b. Less hierarchical c. Less relationship-oriented d. More relationship-oriented ANSWER: c RATIONALE: Women often use a style of leadership that is different from men‘s—a more collaborative, less hierarchical, and more relationship-oriented approach that is in tune with today‘s global and multicultural environment.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles Copyright Cengage Learning. Powered by Cognero.

Page 282

TOPICS: KEYWORDS: NOTES:

Ways Women Lead Bloom's: Knowledge Digital story: Engage

18. A person who is in the majority and actively working to support the advancement of people of color, women, and others who are underrepresented in the organization is called a(n): a. ally b. mentor c. leader d. activist ANSWER: a RATIONALE: An ally is a person who is White or otherwise in the majority and actively works to support the advancement of people of color, women, and others who are underrepresented in the organization.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 19. When a person accepts the behavioral differences and validates that there are other ways of thinking, they are: a. integrated. b. accepting c. minimizing differences d. defending ANSWER: b RATIONALE: Exhibit 11.4 the stages of personal diversity awareness POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 20. When a person can empathize with those from other cultures, they are: Copyright Cengage Learning. Powered by Cognero.

Page 283

a. defending b. integrating c. accepting d. adapting ANSWER: d RATIONALE: Exhibit 11.4 the stages of personal diversity awareness POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 21. When a person uses stereotyping to justify a world view, they are: a. adapting b. defending. c. recognizing d. accepting ANSWER: b RATIONALE: Exhibit 11.4 the stages of personal diversity awareness POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 22. A group that is based on social identify, such as gender or race, and is organized to focus on the concerns of the employees of those groups, is called: a. an employee network group b. a diversity training group c. a sponsorship group d. an employee resource group ANSWER: d RATIONALE: Employee resource groups are based on social identity, such as gender or race, and are organized to focus on the concerns of employees from specific groups.

Copyright Cengage Learning. Powered by Cognero.

Page 284

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-5 - Use mechanisms such as sponsorship and employee resource groups to support the participation and advancement of underrepresented employees.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Encourage the Advancement of Underrepresented Employees KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 23. The most effective way to promote underrepresented employees is by: a. having the organization celebrate diversity. b. providing sponsorships for the employees. c. hiring a diversity coordinator. d. promoting stereotyping.

ANSWER: b RATIONALE: Sponsorship is one of the most effective ways in which organizations can promote capable women, people of color, and other underrepresented employees to the first rung up the management ladder and beyond POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-5 - Use mechanisms such as sponsorship and employee resource groups to support the participation and advancement of underrepresented employees.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Encourage the Advancement of Underrepresented Employees KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 24. The major purpose of coaching is to: a. reduce diversity bias. b. get people to express their hidden prejudices. c. help diverse employees advance. d. break down status barriers between managers and employees.

ANSWER: c RATIONALE: Many companies provide coaching to help diverse employees advance.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-5 - Use mechanisms such as sponsorship and employee resource groups to support the participation and advancement of underrepresented employees.

Copyright Cengage Learning. Powered by Cognero.

Page 285

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - BUSPROG: Diversity United States - OH - DISC: Leadership Principles How Leaders Encourage the Advancement of Underrepresented Employees Bloom's: Knowledge Digital story: Engage

25. Which of the following is not a way effective leadership can expand support for unrepresented people? a. Being an ally b. Coaching and feedback c. Sponsorships d. Expand recruitment efforts ANSWER: a RATIONALE: Four effective ways leaders can support unrepresented people are employee resource groups, sponsorships, coaching and feedback, and expanded recruitment efforts.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-5 - Use mechanisms such as sponsorship and employee resource groups to support the participation and advancement of underrepresented employees.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Encourage the Advancement of Underrepresented Employees KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 26. _____ is an important aspect of coaching programs.

ANSWER: Personal feedback RATIONALE: Personal feedback is an important aspect of coaching programs. Many lower-level managers from underrepresented groups don‘t get the kind of candid, constructive feedback that research indicates is important for career advancement.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11-5 - Use mechanisms such as sponsorship and employee resource groups to support the participation and advancement of underrepresented employees.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Encourage the Advancement of Underrepresented Employees KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 27. A person who is White or otherwise in the majority and actively works to support the advancement of underrepresented people is called a(n)_______.

ANSWER: ally Copyright Cengage Learning. Powered by Cognero.

Page 286

RATIONALE:

An ally is a person who is White or otherwise in the majority and actively works to support the advancement of people of color, women, and others who are underrepresented in the organization.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 28. __________ refers to statements or actions that are instances of indirect or subtle discrimination against a marginalized group.

ANSWER: Microaggressions RATIONALE: The term microaggressions refers to statements or actions that are instances of indirect or subtle discrimination against members of a marginalized group.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 29. A leadership style in which people develop personal relationships with followers is called _______ leadership.

ANSWER: interactive RATIONALE: Interactive leadership style allows people to develop personal relationships with followers, shares power and information, empowers employees, and strives to enhance others‘ feelings of self-worth.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity Copyright Cengage Learning. Powered by Cognero.

Page 287

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Ways Women Lead Bloom's: Knowledge Digital story: Engage

30. A means of questioning current methods and challenging employees to think in new ways is called ________stimulation.

ANSWER: intellectual RATIONALE: Intellectual stimulation means questioning current methods and challenging employees to think in new ways.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ways Women Lead KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 31. The inclusive model of diversity includes all the ways in which people differ, including dimensions of diversity that can be acquired or changed throughout one‘s lifetime. a. True b. False ANSWER: True RATIONALE: The inclusive model of diversity includes all the ways in which people differ, including dimensions of diversity that can be acquired or changed throughout one‘s lifetime.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 32. Women with children are perceived no differently in the work environment than those without children. a. True b. False ANSWER: False RATIONALE: Women with children are perceived differently in the work environment than those without Copyright Cengage Learning. Powered by Cognero.

Page 288

children POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 33. Different ideas, different viewpoints, different skill sets, and different ways of thinking and reasoning is called inclusion. a. True b. False ANSWER: False RATIONALE: Inclusion the degree to which an employee feels like an esteemed member of a group in which their uniqueness is highly appreciated.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 34. Attitudes toward diversity are expanding in today‘s organizations partly because leaders are responding to significant changes in our society. a. True b. False ANSWER: True RATIONALE: Attitudes toward diversity are expanding in today‘s organizations partly because leaders are responding to significant changes in our society. In recent years, the Black Lives Matter and MeToo movements, and the growing strength of LGBTQ+ rights activists, have brought issues of diversity and inclusion to the forefront.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

Copyright Cengage Learning. Powered by Cognero.

Page 289

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - BUSPROG: Diversity United States - OH - DISC: Leadership Principles Leading People Who Aren‘t Like You Bloom's: Knowledge Digital story: Engage

35. Leaders recognize that building a diverse and inclusive organizations provides no clear benefit to the bottom line. a. True b. False ANSWER: False RATIONALE: Leaders recognize that building diverse and inclusive organizations provides clear benefits.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 36. Companies must attract a diverse workforce to keep a competitive advantage. a. True b. False ANSWER: True RATIONALE: Attracting a diverse workforce is not enough; leaders must also provide career opportunities and advancement for women, people of color, and other employees from underrepresented groups in order to retain them.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 37. Creating an inclusive environment where every individual feels respected, valued, and able to develop their unique talents is easy. a. True b. False Copyright Cengage Learning. Powered by Cognero.

Page 290

ANSWER: RATIONALE:

False Creating an inclusive environment where every individual feels respected, valued, and able to develop their unique talents is difficult.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 38. Seeing a homeless person and thinking ―Get a job‖ is an example of stereotyping. a. True b. False ANSWER: False RATIONALE: Unconscious bias, sometimes called implicit bias, refers to attitudes or stereotypes that affect our understandings and actions without our conscious knowledge. When someone assumes an Asian waiter won‘t speak fluent English, sees a homeless person and thinks ―Get a job,‖ or feels a flicker of discomfort that the pilot of their plane is a woman, unconscious bias is at work.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 39. The stereotype is a rigid, exaggerated, irrational, and typically negative belief or image associated with a particular group of people. a. True b. False ANSWER: True RATIONALE: A stereotype is a rigid, exaggerated, irrational, and typically negative belief or image associated with a particular group of people.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 291

LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 40. Paying a woman less than a man for the same work is gender discrimination. a. True b. False ANSWER: True RATIONALE: Paying a woman less than a man for the same work is gender discrimination.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 41. The first rung is an invisible barrier that exists for women and other underrepresented employees that limits their upward mobility in organizations. a. True b. False ANSWER: False RATIONALE: The glass ceiling is an invisible barrier that exists for women and other underrepresented employees that limits their upward mobility in organizations.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 42. Hanna Rosin, journalist and author of The End of Men, suggests that women are more adaptable and easier to educate. a. True Copyright Cengage Learning. Powered by Cognero.

Page 292

b. False ANSWER: RATIONALE:

True Hanna Rosin, journalist and author of The End of Men, suggests that women are more adaptable and easier to educate.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ways Women Lead KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 43. Female leaders were rated as having more idealized influence, providing more inspirational motivation, being more individually considerate, and offering more intellectual stimulation. a. True b. False ANSWER: True RATIONALE: Female leaders were rated as having more idealized influence, providing more inspirational motivation, being more individually considerate, and offering more intellectual stimulation.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ways Women Lead KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 44. Communal qualities like compassion and kindness are more associated with men in general and predominantly agentic qualities such as assertiveness and competitiveness are more associated with women. a. True b. False ANSWER: False RATIONALE: Although they are broad generalizations, social science research suggests that predominantly communal qualities, such as compassion and kindness, are more associated with women in general and predominantly agentic qualities, such as assertiveness and competitiveness, are more associated with men.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

Page 293

HAS VARIABLES: False LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ways Women Lead KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 45. A women‘s approach to leadership factors a consensual and collaborative over power and authority. a. True b. False ANSWER: True RATIONALE: The leader favors a consensual and collaborative process, and influence derives from relationships rather than position power and authority.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-3 - Describe the factors that affect women‘s leadership, including interactive leadership and the first rung of the management ladder.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ways Women Lead KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 46. An example of a manager referring to a report from a Black colleague as ―actually pretty good‖ is called a microaggression. a. True b. False ANSWER: True RATIONALE: The term microaggression refers to a statement or action that is considered an instance of indirect or subtle discrimination against members of a marginalized group.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 47. Ally training is an example of leaders reach stage 4 of personal diversity awareness.

Copyright Cengage Learning. Powered by Cognero.

Page 294

a. True b. False ANSWER: RATIONALE:

True Interest in allyship for many leaders was sparked largely by the protests that erupted after the death of George Floyd. Some companies began using ally training to help White leaders know how to advocate for Black colleagues and others who feel marginalized in the organization.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 48. According to the results of one study, companies that rate high on creativity and innovation have a higher percentage of women and non-white employees than less innovative companies are examples of: a. workforce diversity b. diversity of thought c. stereotyping d. inclusion ANSWER: b RATIONALE: Heterogeneous teams and organizations—those made up of individuals from different racial and ethnic groups, lifestyles, genders, ages, backgrounds, and other diverse qualities, as shown in Exhibit 11.1—increase the chances of achieving a diversity of thought, which provides a broader, deeper base of ideas, opinions, and experiences for problem solving, creativity, and innovation. By tapping into the strengths of diversity, teams are more likely to experience higher efficiency, better quality, less duplication of effort among team members, and increased innovation and creativity.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 49. Teams with diverse backgrounds bring different perspectives to a discussion, which then result in more creative ideas and better solutions. a. Increased quality of team problem solving.

Copyright Cengage Learning. Powered by Cognero.

Page 295

b. Enhanced breadth of understanding in leadership positions. c. Increased understanding of the marketplace. d. Better use of employee talent.

ANSWER: a RATIONALE: Increased quality of team problem solving. Teams with diverse backgrounds bring different perspectives to a discussion, which then result in more creative ideas and better solutions.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 50. Samuel, the CEO of a pulp and paper company, has been successful in expanding his company‘s distribution centers from five to thirty countries in two years. This has been largely attributed to his ability to connect with and motivate employees from various backgrounds and ethnicities competently. Samuel is: a. a leader who has a high degree of uncertainty avoidance. b. a power distant leader. c. an effective multicultural leader. d. an aggressive, inconsiderate leader.

ANSWER: c RATIONALE: Samuel is a multicultural leader because he is able to effectively manage people from different cultures. A multicultural leader possesses the skills and attitudes to relate effectively to and motivate people across race, gender, age, social attitudes, and lifestyles. To influence, motivate, and inspire culturally diverse people, the leader must be aware of overt and subtle cultural differences. See ―Cultural Factors Influencing Leadership Practice.‖ POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Factors Influencing Leadership Practice KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 51. Mary, a project manager at TechData, Inc., is working on a promotion to director of special projects. In a recent review, her boss used words like ―pushy‖ and ―aggressive‖ for the position. This is an example of: a. unconscious bias b. stereotype Copyright Cengage Learning. Powered by Cognero.

Page 296

c. glad celling d. double-blind ANSWER: RATIONALE:

d One significant problem for women is the double blind: When women are perceived to be warm and nurturing, as the prevailing stereotype expects them to be, they are considered too soft for a leadership position, but when they take change to get things done, they are often labeled as a ―pushy‖ or ―aggressive.‖ POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 52. Eli Lilly‘s CEO says diversity and inclusion problems can‘t be solved by ―waving your CEO wand,‖ giving orders, and getting results, but you need: a. time-oriented leadership b. executive-level coaching c. cross-cultural leadership d. power distant leadership ANSWER: b RATIONALE: BioMartin Pharmaceutical provides executive-level coaching to women and employees from underrepresented groups who show leadership potential. Since the program began, 35 percent of the participating women and 14 percent of the men have been promoted into new jobs.

Lilly‘s CEO says diversity and inclusion problems can‘t be solved by ―waving your CEO wand,‖ giving orders, and getting results.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-5 - Use mechanisms such as sponsorship and employee resource groups to support the participation and advancement of underrepresented employees.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: How Leaders Encourage the Advancement of Underrepresented Employees KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 53. When leaders fail to address insensitive comments or actions towards others they are demonstrating: a. microaggression b. power distance c. assertiveness Copyright Cengage Learning. Powered by Cognero.

Page 297

d. in-group collectivism ANSWER: a RATIONALE: Leaders at stage 2 might fail to address insensitive comments or actions toward or about women, people of color, or other underrepresented employees and might themselves engage in these microaggressions. The term microaggressions refers to statements or actions that are instances of indirect or subtle discrimination against members of a marginalized group.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 54. The stage where leaders become proactive and acknowledge that addressing gender identity, race, disability, and other issues is important not just for the underrepresented employees but also for the health of the organization. a. Minimizing difference b. Defense c. Acceptance d. Integration ANSWER: c RATIONALE: Stage 3, Acceptance, is where leaders become proactive and acknowledge that addressing gender identity, race, disability, and other issues is important not just for the underrepresented employees but also for the health of the organization.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 55. A top goal for today‘s organizations is to ensure that all people are given equal opportunities and treated with fairness and respect, but leaders vary in their diversity awareness and openness to other attitudes, values, and ways of doing things is an example of: a. inclusive leadership b. power distance c. work orientation d. Microaggressions Copyright Cengage Learning. Powered by Cognero.

Page 298

ANSWER: RATIONALE:

a A top goal for today‘s organizations is to ensure that all people are given equal opportunities and treated with fairness and respect, but leaders vary in their diversity awareness and openness to other attitudes, values, and ways of doing things.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 56. Luz Damaris Rosario, who runs one of Goya‘s largest food production plants, in Houston, says a first-rung promotion early in her career empowered her to which of the following? a. Isolated her from senior managers b. Enabled her to gain a broader understanding of how the company operated c. Provided her with power early on in her career d. Stereotyped her into a role she didn‘t want ANSWER: b RATIONALE: Rosario says a first-rung promotion early in her career empowered her, enabled her to gain a broader understanding of how the company operated, and gave her access to senior managers, enabling her to continue to advance up the hierarchy.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Shaping Personal Bias KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 57. Which of the following is not a reason for creating a diverse and inclusive organization? a. Enhanced understanding of leadership positions b. Reduced turnover and absenteeism c. Decrease in problem solving d. Greater understanding of the marketplace ANSWER: c RATIONALE: Creating diverse and inclusive organizations provides clear benefits, including better use of employee talent, greater understanding of the marketplace, enhanced breadth of understanding in leadership positions, higher quality of team problem solving, and reduced Copyright Cengage Learning. Powered by Cognero.

Page 299

costs associated with employee turnover, absenteeism, and discrimination lawsuits.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 58. Discuss the value of organizational diversity. Why should organizations spend resources on diversity and inclusion?

ANSWER: Student‘s answer will vary.

Leaders recognize that building diverse and inclusive organizations provides clear benefits, including the following: 25. Better use of employee talent.

26. Increased understanding of the marketplace.

27. Enhanced breadth of understanding in leadership positions.

28. Increased quality of team problem solving.

29. Reduced costs associated with high turnover, absenteeism, and lawsuits.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11-1 - Apply an awareness of the dimensions of diversity and multicultural issues in your future leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading People Who Aren‘t Like You; Global Leadership Skills KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead 59. Discuss factors shaping your personal bias.

ANSWER: Student‘s answer will vary but should include some of the following areas: o Ethnocentric viewpoints o unconscious bias o Stereotyping o Glass ceiling POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

Page 300

LEARNING OBJECTIVES: 11-2 - Understand and reduce the barriers and difficulties faced by underrepresented employees in organizations.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity and Cultural Intelligence; Global Leadership Skills KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead 60. Michael, the CEO of a food-processing firm, wants to expand his personal diversity skills to become a more inclusive leader. He currently understands that there are human differences and recognizes there are other ways of thinking.

Describe the stages of personal diversity awareness. At what stage is Michael? Explain.

ANSWER: Students will need to address each stage of personal diversity awareness. o Defense o Minimizing differences o Acceptance o Adaptation o Integration Since Michael accepts differences and other ways of thinking, he is in the acceptance stage and is taking a proactive approach to increase his personal diversity awareness.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11-4 - Break down your personal barriers that may stand in the way of becoming an inclusive leader.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Becoming an Inclusive Leader KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead

1. Transformational leadership is characterized by the ability to bring about significant change in followers and the organization. a. True b. False ANSWER: True RATIONALE: Transformational leadership is characterized by the ability to bring about significant change in followers and the organization.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Copyright Cengage Learning. Powered by Cognero.

Page 301

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Four Kinds of Influential Leadership Bloom's: Knowledge Digital story: Engage

2. Transactional leadership is an exchange process between leaders and followers. a. True b. False ANSWER: True RATIONALE: Transactional leadership a transaction or exchange process between leaders and follower.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. Coalitional leaders have the ability to inspire and motivate people to do more than they would normally do, despite obstacles and personal sacrifice. a. True b. False ANSWER: False RATIONALE: Charismatic leaders have the ability to inspire and motivate people to do more than they would normally do, despite obstacles and personal sacrifice.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 4. Machiavellian-style leadership involves developing allies and building a coalition of people. a. True b. False ANSWER: False RATIONALE: Coalitional leadership involves developing allies and building a coalition of people who Copyright Cengage Learning. Powered by Cognero.

Page 302

support the leader‘s goals and can help influence others to implement the leader‘s decisions and achieve the goals.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. Charismatic leaders articulate an idealized vision of a better future that inspires people and promotes a sense of connection among followers. a. True b. False ANSWER: True RATIONALE: Charismatic leaders articulate an idealized vision of a better future that inspires people and promotes a sense of connection among followers. They set high expectations and fire up people‘s confidence that they can be achieved.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 6. Power is often defined as the potential ability of one person to influence others to carry out orders or to do something they otherwise would not have done. a. True b. False ANSWER: True RATIONALE: Power is often defined as the potential ability of one person to influence others to carry out orders or to do something they otherwise would not have done.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

Copyright Cengage Learning. Powered by Cognero.

Page 303

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - BUSPROG: - Analytic United States - OH - DISC: Leadership Principles Using Hard versus Soft Power Bloom's: Comprehension Digital story: Connect

7. A supervisor is an example of legitimate power. a. True b. False ANSWER: True RATIONALE: Legitimate power is the authority granted from a formal position in an organization. For example, once a person has been selected as a supervisor, most employees accept that they are obligated to follow the person‘s direction with respect to work activities.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 8. Influence refers to an effect a person has on another person‘s attitudes, values, beliefs, or actions. a. True b. False ANSWER: True RATIONALE: Influence refers to the effect a person‘s actions have on the attitudes, values, beliefs, or actions of others.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 9. The ability to provide or withhold rewards is coercive power. a. True b. False Copyright Cengage Learning. Powered by Cognero.

Page 304

ANSWER: False RATIONALE: Reward power is the authority to bestow rewards on other people.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 10. Expert power authority is based on personality characteristics that command followers‘ attention, respect, and admiration. a. True b. False ANSWER: False RATIONALE: Referent power is authority based on personality characteristics that command followers‘ attention, respect, and admiration so that they want to emulate the leader POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 11. Two types of soft power are expert and referent. a. True b. False ANSWER: True RATIONALE: There are five types of power--hard: legitimate, reward, and coercive; soft: expert and referent.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Copyright Cengage Learning. Powered by Cognero.

Page 305

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Using Hard versus Soft Power Bloom's: Comprehension Digital story: Connect

12. The supervisor using legitimate power for followers, resulting in followers‘ compliant response. a. True b. False ANSWER: True RATIONALE: When people successfully use hard, position power (legitimate, reward, coercive), the response is compliance.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 13. Followers that are partners or advocates to a leader are committed. a. True b. False ANSWER: True RATIONALE: The follower response most often generated by soft, personal, and interpersonal power (expert, referent) is commitment. People become partners or advocates rather than resisters or observers, as defined earlier. Commitment means that followers adopt the leader‘s viewpoint and enthusiastically carry out instructions. Needless to say, commitment is preferred to compliance or resistance.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 14. The effective use of hard, position power generally leads to follower commitment. a. True b. False Copyright Cengage Learning. Powered by Cognero.

Page 306

ANSWER: RATIONALE:

False The effective use of hard, position power generally leads to follower compliance, which means people follow the directions of the person with power regardless of how much agreement there is with that person‘s directions.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 15. Fame is activity to acquire, develop, and use power and other resources to obtain a desired future outcome. a. True b. False ANSWER: False RATIONALE: Politics activities to acquire, develop, and use power and other resources to obtain desired future outcomes when there is uncertainty or disagreement about choices.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 16. A type of leader frame that defines problems and issues in interpersonal terms and looks for ways to adjust the organization to meet human needs is called the structural frame. a. True b. False ANSWER: False RATIONALE: The human resource frame is a leader frame of reference that defines problems and issues in interpersonal terms and looks for ways to adjust the organization to meet human needs POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

Copyright Cengage Learning. Powered by Cognero.

Page 307

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - BUSPROG: - Analytic United States - OH - DISC: Leadership Principles Increasing Power Through Political Activity Bloom's: Comprehension Digital story: Connect

17. An example of expert power is: a. a medical doctor b. a charismatic leader c. a dictator d. Mark Zuckerberg ANSWER: a RATIONALE: Expert power is authority resulting from a leader‘s special knowledge or skill.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 18. Which action or event would bring a person legitimate power? a. Obtaining an MBA b. Being appointed a corporate officer c. Being well-liked by an honest executive d. Developing charisma ANSWER: b RATIONALE: Expert power is authority resulting from a leader‘s special knowledge or skill.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 19. _____ power stems from a leader's authority to bestow rewards on other people. a. Information Copyright Cengage Learning. Powered by Cognero.

Page 308

b. Prestige c. Expert d. Reward ANSWER: d RATIONALE: Reward power stems from a leader's authority to bestow rewards on other people.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom‘s: Comprehension NOTES: Digital story: Connect 20. _____ power is a type of soft power. a. Legitimate b. Referent c. Reward d. Coercive ANSWER: b RATIONALE: Expert power and referent power are considered soft powers.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom‘s: Knowledge NOTES: Digital story: Engage 21. A leader acquires legitimate power through: a. association with successful people. b. making the right contacts. c. being selected as a supervisor. d. skillful use of organizational politics.

ANSWER: c RATIONALE: Legitimate power is acquired once a person has been selected as a supervisor. Most employees accept that they are obligated to follow the person‘s direction with respect to work activities.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 309

DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 22. Roxanne, a manager, demonstrated reward power when she: a. emphasizes empowering staff members. b. criticizes employees on their work ethic. c. acts dependent and weak in meetings. d. rewards an employee of the month.

ANSWER: d RATIONALE: Power that stems from the authority to bestow rewards on other people is called reward power.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 23. Classifying advocates stakeholders inside and outside of the organization is called: a. talking to lots of people b. breaking down barriers c. stakeholder mapping d. charisma ANSWER: c RATIONALE: Stakeholder mapping the level of buy-in for any significant change, about 10 percent of people can typically be classified as advocates, those stakeholders inside and outside the organization who are strong supporters and will help lead the change effort.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

Copyright Cengage Learning. Powered by Cognero.

Page 310

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - BUSPROG: Technology - BUSPROG: Technology United States - OH - DISC: Leadership Principles Four Kinds of Influential Leadership Bloom's: Comprehension Digital story: Connect

24. To help increase charisma in video calls, leaders should do which of the following: a. make eye contact with the camera not the people on screen. b. ignore the nonverbal communication. c. remain monotone during your topic. d. do not show enthusiasm ANSWER: b RATIONALE: Increase video call charisma by: 30. Making eye contact with the camera, not the people on the call.

31. Paying close attention to nonverbal communication.

32. Expressing excitement about your topic.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 25. The basis of _________ leadership is a transaction or exchange process between leaders and followers.

ANSWER: Transactional RATIONALE: The basis of transactional leadership is a transaction or exchange process between leaders and followers.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect Copyright Cengage Learning. Powered by Cognero.

Page 311

26. Which of the following is not characteristic of transformational leadership: a. Develops followers into leaders. b. Paints a grand vison of desired future c. Acquire more power. d. inspires followers to go beyond their own self-interests.

ANSWER: c RATIONALE: Transformational leadership6. Paints a grand vision of a desired future and communicates it in a way that makes the pain of the change worth the effort.

7. Inspires followers to go beyond their own self-interest for the good of the group 8. Elevates the concerns of followers from lower-level physical needs to higher-level psychological needs.

9. Develops followers into leaders.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 27. Which of the following is not characteristic of Machiavellian-style leadership? a. Breaks down barriers and promotes cross-silo cooperation. b. Uses rewards and punishments to shape behavior c. Doesn‘t mind being feared. d. Always on guard for risks and threat to their power.

ANSWER: a RATIONALE: Machiavellian-style leaders are highly political, but whereas coalitional leaders focus on reaching out and working with others, Machiavellian-style leaders typically focus on gaining and using individual power. They may strive to gain control over information and resources such as jobs, rewards, financial support, and materials so that people depend on them for what they need, which increases their power.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 312

NOTES:

Digital story: Engage

28. Charismatic leaders find which form of communication least successful? a. Facial expressions b. Physical gestures c. Even tone d. E-mail ANSWER: d RATIONALE: Charismatic leaders communicate using facial expressions, physical gestures, and even tone of voice.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 29. Which of the following is recommended as an effective empowering practice? a. Providing ample information to workers b. Allowing group members to establish their own limits to empowerment c. Choosing work methods for group members d. Separating work activities from organizational goals ANSWER: a RATIONALE: For empowerment to be effective, employees should have ample information about everything that affects their work. See ―Tactics for Becoming an Empowering Leader.‖ POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 30. A leader who strives to bring out the best in followers is practicing: a. functional Leadership b. transactional Leadership c. transformational leadership Copyright Cengage Learning. Powered by Cognero.

Page 313

d. charismatic Leadership ANSWER: c RATIONALE: Transformational leadership develops followers into leaders. Instead of strictly controlling people, transformational leaders strive to bring out the best in followers. They rally people around the mission and vision and define the boundaries within which followers can operate with greater freedom to accomplish goals. They enlist followers in identifying problems and help them look at things in new ways so they can bring about productive change to reach the vision POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 31. Which of the following is not one of the four steps for effective coalitional leadership? a. Coalitional leaders work alone. b. Coalitional leaders visit customers and other stakeholders. c. Coalitional leaders break down barriers and promote cross-silo cooperation d. Coalitional leaders may develop a map of stakeholders buy-in.

ANSWER: a RATIONALE: The four steps of coalitional leadership are: Coalitional leaders talk to many people.

Coalitional leaders visit customers and other stakeholders.

Coalitional leaders may develop a map of stakeholder buy-in.

Coalitional leaders break down barriers and promote cross-silo cooperation.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 32. Margaret has Machiavellian tendencies, so she is likely to: a. reach out to less fortunate people. b. rebel against macho men in the workplace. c. manipulate other people for her personal gain. d. avoid political tactics.

Copyright Cengage Learning. Powered by Cognero.

Page 314

ANSWER: RATIONALE:

c The term Machiavellian is often associated with unscrupulous, even diabolical behavior aimed at increasing one‘s power for personal gain, but in reality Machiavelli‘s essential argument in The Prince is that the welfare of the state must come first and foremost and that leaders must often do tough, even ruthless things in the spirit of the ends justifying the means.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 33. Which factor is not a characteristic of charismatic leaders? a. Creates atmosphere of change b. Idealized vision that is highly discrepant from status quo c. Uses unconventional means to transcend the existing order d. Weak articulation of goals and motivation to lead ANSWER: d RATIONALE: People want power for many different reasons, which is why political behavior is so widespread in organizations. A number of individual and organizational factors contribute to political behavior, such as a pyramid-shaped organization, environmental uncertainty and turbulence, emotional insecurity, and so on. See ―Factors that Contribute to Organizational Politics.‖ POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 34. Building a group of people who support the leader‘s goals and can help influence others to implement the leader‘s decisions and achieve the goals is what type of influence leadership? a. Transformational b. Coalitional c. Charismatic d. Machiavellian Copyright Cengage Learning. Powered by Cognero.

Page 315

ANSWER: RATIONALE:

b Coalitional leadership involves building a coalition of people who support the leader‘s goals and can help influence others to implement the leader‘s decisions and achieve the goals.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 35. Jack Ma, who cofounded and built Alibaba Group Holding Ltd. by articulating a bold vision to create a flagship enterprise that would give China a renewed sense of purpose and bring other Chinese to realize that they could transform the world is an example of what type of Influential leadership. a. Transformational b. Coalitional c. Charismatic d. Machiavellian ANSWER: c RATIONALE: An example of charismatic leadership is Jack Ma, who cofounded and built Alibaba Group Holding Ltd. by articulating a bold vision to create a flagship enterprise that would give China a renewed sense of purpose and bring other Chinese to realize that they could transform the world is an example of what type of Influential leadership.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 36. A kind of influential leadership that has the ability to bring about significant change in followers and the organization is: a. transformational b. coalitional c. charismatic d. Machiavellian ANSWER: a RATIONALE: Transformational leadership is leadership characterized by the ability to bring about Copyright Cengage Learning. Powered by Cognero.

Page 316

significant change in followers and the organization POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-1 - Explain how leaders use power and politics to help accomplish important organizational goals.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Four Kinds of Influential Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 37. A leader giving out pay increases to all employees is an example of what type of power? a. Reward b. Expert c. Legitimate d. Referent ANSWER: a RATIONALE: Power that stems from the authority to bestow rewards on other people is called reward power. For example, appointed leaders may have access to formal rewards such as pay increases or promotions.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Diversity TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 38. A worker admiring a supervisor because of the way the leader interacts with them demonstrates what type of power? a. Reward b. Expert c. Legitimate d. Referent ANSWER: d RATIONALE: When workers admire a supervisor because of the way the leader interacts with them, the influence is based on referent power.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 317

LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 39. A leader that commands attention has _________ power.

ANSWER: Referent RATIONALE: Referent power is authority based on personality characteristics that command followers‘ attention, respect, and admiration so that they want to emulate the leader.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom‘s: Comprehension NOTES: Digital story: Connect 40. A follower response that means followers have adopted the leader‘s viewpoint and enthusiastically carry out instructions is called______.

ANSWER: Commitment RATIONALE: Commitment means that followers adopt the leader‘s viewpoint and enthusiastically carry out instructions.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom‘s: Knowledge NOTES: Digital story: Engage 41. Jason takes great care to cultivate close, positive, working relationships with influential higher-ups at his organization.

This tactic is referred to as: a. Developing allies b. Using rational persuasion Copyright Cengage Learning. Powered by Cognero.

Page 318

c. Help people to like you d. Relying on the rule of reciprocity ANSWER: a RATIONALE: Reciprocity also plays an important role in developing networks of allies, people who can help the leader accomplish their goals One study found that political skill, particularly network building, has a positive impact both on followers‘ perceptions of a leader‘s abilities and performance and on the actual, objective performance of the work unit.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom‘s: Knowledge NOTES: Digital story: Engage 42. Keith often resorts to offering supportive feedback or showing concern with his employees. Which tactic is likely motivating Keith toward such behavior? a. Developing allies b. Using rational persuasion c. Helping people to like you d. Relying on the rule of reciprocity ANSWER: c RATIONALE: When a leader listens, shows concern for what others want and need, finds common ground, demonstrates respect, and treats people fairly, people are more likely to provide help and support by doing what the leader asks. In addition, most people will like a leader who makes them feel good about themselves.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom‘s: Application NOTES: Digital story: Perform 43. _____ leaders exercise power in the service of higher goals that will benefit others in the organization as a whole. a. Personalized b. Expert c. Socialized d. Legitimate Copyright Cengage Learning. Powered by Cognero.

Page 319

ANSWER: RATIONALE:

c Socialized leaders exercise power in the service of higher goals that will benefit others and the organization as a whole.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-4 - Describe structural, human resource, political and symbolic frames of reference and political tactics for applying power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Don‘t Abuse Leadership Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 44. A tactic that results in people helping the leader accomplish goals is: a. Help people to like you b. Develop allies c. Use rational persuasion d. Appeal to a vision or higher purpose ANSWER: b RATIONALE: Reciprocity plays an important role in developing networks of allies, people who can help the leader accomplish their goals.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 45. Framing a request in a way that emphasizes the vision or higher purpose of a change tactic means: a. Helping people to like you b. Relying on the rule of reciprocity c. Using rational persuasion d. Appealing to a vision or higher purpose ANSWER: d RATIONALE: One effective way to attract people to new behaviors or to make significant changes is to frame the request in a way that emphasizes the vision or higher purpose of the change.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 320

HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 46. The most frequently used influence tactic that relies on facts, data, and logical arguments to persuade others is:. a. Help people to like you b. Rely on the rule of reciprocity c. Use rational persuasion d. Appeal to a vision or higher purpose ANSWER: c RATIONALE: The most frequently used influence tactic is rational persuasion, which means using facts, data, and logical arguments to persuade others that a proposed idea or request is the best way to complete a task or accomplish a desired goal.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 47. Deliberately avoiding carrying out instructions from a manager is an example of: a. reward b. compliance c. resistance d. attitude ANSWER: c RATIONALE: The excessive use of position power--particularly coercive power--may result in follower resistance, which is the act of disobeying orders or deliberately avoiding carrying out instructions.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Copyright Cengage Learning. Powered by Cognero.

Page 321

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Using Hard versus Soft Power Bloom's: Comprehension Digital story: Connect

48. _____ authorizes people at the highest levels in an organization to make a decision and expect compliance. a. Referent power b. Legitimate power c. Coercive power d. Expert power ANSWER: b RATIONALE: Legitimate power is based on the authority granted from a formal position.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 49. The _____ frame is a leader frame of reference that views the organization as an arena of conflict or tension over the allocation of scarce resources. a. symbolic b. political c. structural d. human resource ANSWER: b RATIONALE: The political frame is a leader frame of reference that views the organization as an arena of conflict or tension over the allocation of scarce resources.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 50. An activity to acquire, develop, and use power and other resources to obtain desired future outcomes when there is Copyright Cengage Learning. Powered by Cognero.

Page 322

uncertainty or disagreement about choices is called: a. frame b. politics c. power d. leaders ANSWER: b RATIONALE: Politics involves activity to acquire, develop, and use power and other resources to obtain desired future outcomes when there is uncertainty or disagreement about choices.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 51. A power associated with a leader‘s formal position of authority is a type of ______ power.

ANSWER: hard RATIONALE: Hard power includes legitimate, reward, and coercive power, which is associated with a leader‘s formal position of authority.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 52. ________ is the potential ability to influence others to reach desired outcomes.

ANSWER: Power RATIONALE: Power is the potential ability to influence others to reach desired outcomes.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, Copyright Cengage Learning. Powered by Cognero.

Page 323

coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 53. A floor manager empowers team members; their power is: a. coercive b. referent c. reward d. legitimate ANSWER: b RATIONALE: Referent power authority based on personality characteristics that command followers‘ attention, respect, and admiration so that they want to emulate the leader POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 54. Ramos, a CEO, was recently made both president and CEO of the company. Which of the following is a consequence of Ramos occupying this dual role? a. The dependence theory dictates that his power will decrease b. His personal power is weakened c. The strategic contingency theory predicts that his moral identity will rise d. His legitimate power is strengthened ANSWER: d RATIONALE: Legitimate power is based on the authority granted from a formal position.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform Copyright Cengage Learning. Powered by Cognero.

Page 324

55. Ethical leaders use their power to serve the organization‘s goals, respect the rights of individuals and groups, and ________. a. gain legitimate power. b. grant authority to certain people. c. strive to be fair in their dealings with others. d. Command respect and authority.

ANSWER: c RATIONALE: Ethical leaders use their power to serve the organization‘s goals, respect the rights of individuals and groups, and strive to be fair in their dealings with others.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-5 - Understand that effective leaders don‘t use power to exploit others for personal gain.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Don‘t Abuse Leadership Power KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 56. Which of the following is not a frame of increasing power through political activity? a. Structural b. Human resources c. Symbolic d. Expert ANSWER: c RATIONALE: Refer to Exhibit 12.5. There are four leader frames: structural, human resource, political, and symbolic.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 57. Which of the following cases demonstrates the gaining of coercive power? a. Laverne rewards her team members with cash bonuses over Christmas. b. Ted runs his own advertisement agency. c. Raj is promoted to senior vice president in his firm. d. Bill fires an employee for working too slowly.

Copyright Cengage Learning. Powered by Cognero.

Page 325

ANSWER: RATIONALE:

d Coercive power refers to the power to punish or recommend punishment. Supervisors have coercive power when they have the right to fire or demote subordinates, criticize, or withhold pay increases.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 58. Jeff has been appointed as the new CEO of a banking company. He is considered to be a ―hands-off‖ leader, who encourages empowerment at all levels. He is also considered an expert in banking. However, the company is recovering from a prolonged period of losses during the economic downturn. The organization has also become more political. At this juncture, what are the leadership practices Jeff should focus on and implement?

ANSWER: Expert power is the ability to influence others through specialized knowledge, skills, or abilities. A component of expert power is having information not widely possessed by others, such as being an accurate predictor of commodity prices. Jeff should utilize his expert power and steer the company away from further losses.

Jeff should also focus on reducing organizational politics in his company. Setting good examples at the top of the organization can help reduce the frequency and intensity of organizational politics. When leaders are nonpolitical in their actions, they demonstrate in subtle ways that political behavior is not welcome.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

NATIONAL STANDARDS: United States - BUSPROG: - Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Hard versus Soft Power KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead 59. Greta, the operations manager of a chain of retail stores, visits one of the stores for a meet and greet with the employees of that store. She notices that some employees appear stressed, and some employees report that they do not feel like they have tools needed to do their job effectively. They report that when they ask management for resources, they are denied. Greta views the organization as challenging to obtain approvals on resources, but many employees are unhappy and morale is low. What leadership frame and political tactic should Greta use in order to begin to get things turned around?

ANSWER: Student‘s answer will vary. Greta needs to assert her leadership power to influence the approval to get the tools the employees need to effectively do their job. Starting with a Copyright Cengage Learning. Powered by Cognero.

Page 326

political frame mindset, resources need to be adjusted or allocated to obtain approval for requests.

Starting with the political tactics for asserting leaders influence will follow the following:      

Appeal to a vision or higher purpose Use rational persuasion Help people to like you Rely on the rule of reciprocity Develop allies Ask of what you want

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12-3 - Explain the difference between soft power and hard power and identify specific types of power used by leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Increasing Power Through Political Activity KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead 60. Taylor works as a supervisor in an information technology firm. He often resorts to making demands on his team by saying ―Do it or your fired‖ or ―If you can‘t do what I ask, I will find someone who will.‖ What type of power is Taylor using? Explain. Further discuss the potential follower responses to the use of the power Taylor is using.

ANSWER: Taylor is using coercive power. It refers to the power to punish or recommend punishment.

Supervisors have coercive power when they have the right to fire or demote subordinates, criticize, or withhold pay increases.

The follower responses to the type of power as seen in Exhibit 12.4 provide two options for the position of hard power Taylor is using to gain followership. Taylor will either have follower compliance or resistance.

When people successfully use hard, position power (legitimate, reward, coercive), the response is compliance. Compliance means that people follow the directions of the person with power, whether or not they agree with those directions. They will obey orders and carry out instructions even though they may not like it. However, if the use of hard power, especially the use of coercion, exceeds a level people consider legitimate, some followers will actively resist the attempt to influence. Resistance means that employees will deliberately try to avoid carrying out instructions or will try to disobey orders. Thus, the effectiveness of leaders who rely solely on position power is limited.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12-2 - Describe the four major styles of influential leadership-transformational, charismatic, coalitional, and Machiavellian.

Copyright Cengage Learning. Powered by Cognero.

Page 327

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - BUSPROG: - Diversity United States - OH - DISC: Leadership Principles Using Hard versus Soft Power Bloom's: Evaluation Digital Story: Lead

1. Leadership is the sole basis for the success of an organization. a. True b. False ANSWER: False RATIONALE: Considering leadership the sole basis for the success of the organization is a flawed assumption, and it limits the opportunity for people throughout the organization to accept responsibility and make active, valuable contributions.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 483 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-2 - Describe the importance of managing both up and down the hierarchy.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Art of Followership KEYWORDS: Bloom's: Knowledge 2. An alienated follower is an independent, critical thinker who is passive in an organization. a. True b. False ANSWER: True RATIONALE: An alienated follower is an independent, critical thinker but is passive in an organization.

Alienated followers are often effective followers who have experienced setbacks and obstacles, perhaps promises broken by superiors.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 490 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Knowledge 3. To effectively manage up requires understanding a leader‘s influence. a. True b. False Copyright Cengage Learning. Powered by Cognero.

Page 328

ANSWER: RATIONALE:

False To effectively manage up requires understanding what leaders want and need. Everyone benefits when leaders learn to effectively manage relationships with superiors as well as subordinates.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 486 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-2 - Describe the importance of managing both up and down the hierarchy.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Art of Followership KEYWORDS: Bloom's: Knowledge 4. A passive follower exhibits neither critical, independent thinking nor active participation. a. True b. False ANSWER: True RATIONALE: The passive follower exhibits neither critical, independent thinking nor active participation.

Being passive and uncritical, these followers display neither initiative nor a sense of responsibility.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 490 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Knowledge 5. One of the tactics for followers to manage up is to be a resource for the leader. a. True b. False ANSWER: True RATIONALE: One of the tactics for followers to manage up is to be a resource for the leader. By understanding the vision and goals, followers can be a resource of strength and support for the leader.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 486 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-2 - Describe the importance of managing both up and down the hierarchy.

Copyright Cengage Learning. Powered by Cognero.

Page 329

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Leadership Principle - DISC: Leadership Principles The Art of Followership Bloom's: Analysis

6. Leadership and followership are interdependent, and people are followers more often than leaders. a. True b. False ANSWER: True RATIONALE: Leadership and followership are interdependent, and people are followers more often than leaders.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 487 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-2 - Describe the importance of managing both up and down the hierarchy.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Art of Followership KEYWORDS: Bloom's: Knowledge 7. It is a leader's job to clearly communicate where a group or organization is going and why. a. True b. False ANSWER: True RATIONALE: It is the leader‘s job to clearly communicate where the group or organization is going and why. Creating an inspiring vision is only one aspect of setting direction. Followers also need specific, unambiguous goals and objectives on both an individual and team level.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 505 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom‘s: Knowledge 8. Leadership coaching involves telling followers what to do, directing and controlling their behavior, and judging their performance. a. True b. False ANSWER: False Copyright Cengage Learning. Powered by Cognero.

Page 330

RATIONALE:

Rather than telling followers what to do, directing and controlling their behavior, and judging their performance, which is a traditional management role, leadership coaching involves empowering followers to explore, helping them understand and learn, providing support, and removing obstacles that stand in the way of their ability to grow and excel.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 215 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Knowledge 9. Leaders should provide feedback as soon as possible after they observe a behavior or action they want to corrector reinforce. a. True b. False ANSWER: True RATIONALE: People shouldn‘t have to wait for an annual review to know how they‘re doing or how they can improve. Leaders should give feedback as soon as possible after they observe a behavior or action they want to correct or reinforce.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 505 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Knowledge 10. Effective leaders see feedback as something as a route to improvement and development. a. True b. False ANSWER: True RATIONALE: Effective leaders see feedback as a route to improvement and development, not as something to dread or fear. When a leader provides feedback, it signals that the leader cares about the follower‘s growth and career development and wants to help the person achieve their potential.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 505 Copyright Cengage Learning. Powered by Cognero.

Page 331

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Knowledge 11. Managing up involves: a. giving advice on handling specific organizational situations and dealing with organizational politics. b. directing and controlling behavior and judging individual performance. c. telling a person exactly what needs to be done. d. consciously developing a mutually respectful relationship with one's direct superiors.

ANSWER: d RATIONALE: Managing up means consciously and deliberately developing a meaningful, task-related, mutually respectful relationship with one‘s direct superiors; offering insight, information, guidance, and initiative; and challenging one‘s superiors when necessary in order to enable all members to do their best work for the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 494 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Knowledge 12. Leaders value those people who: a. show initiative. b. think uncritically. c. do not take responsibility when something needs to be done. d. focus exclusively on the shortcomings of an organization.

ANSWER: a RATIONALE: Leaders value those people who propose ideas, show initiative, and take responsibility when they see something that needs to be done or a problem that needs to be solved.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 487 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-3 - Summarize what your organizational leader will want from you.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 332

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Leadership Principle - DISC: Leadership Principles What Your Leader Wants from You Bloom's: Comprehension

13. Leaders want followers to stay up to date, which includes: a. understanding their customers. b. collaborating. c. driving growth. d. uncritical thinking.

ANSWER: a RATIONALE: Bosses want followers to know what is happening in the organization‘s industry or field of endeavor. In addition, they want people to understand their customers, their competition, and how changes in technology or world events might affect the organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 488 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-3 - Summarize what your organizational leader will want from you.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Your Leader Wants from You KEYWORDS: Bloom's: Comprehension 14. Dependent, uncritical thinkers: a. are aware of the significance of their actions. b. accept a leader‘s ideas without assessing them. c. contribute to the cultivation of an organization. d. weigh the impact of decisions on the company vision.

ANSWER: b RATIONALE: A dependent, uncritical thinker does not consider possibilities beyond what they are told, does not contribute to the cultivation of the organization, and accepts the leader‘s ideas without assessing or evaluating them.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 489 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Comprehension 15. A(n) _____ is often an effective follower who has experienced setbacks and obstacles, perhaps promises broken by superiors.

Copyright Cengage Learning. Powered by Cognero.

Page 333

a. alienated follower b. conformist c. pragmatic survivor d. active follower ANSWER: RATIONALE:

a An alienated follower is an independent, critical thinker but is passive in the organization.

They are often effective followers who have experienced setbacks and obstacles, perhaps promises broken by superiors. Thus, they are capable, but they focus exclusively on the shortcomings of the organization and other people.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 490 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Knowledge 16. An alienated follower: a. is active in an organization. b. is passive, yet an independent thinker. c. does not try to avoid risk or conflict. d. does not utilize critical thinking skills.

ANSWER: b RATIONALE: An alienated follower is an independent, critical thinker but is passive in the organization.

They are often effective followers who have experienced setbacks and obstacles, perhaps promises broken by superiors.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 489 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Comprehension 17. In the context of followership styles, _____ leave the thinking to their leaders. a. pragmatic survivors b. alienated followers c. passive followers d. conformists ANSWER: c Copyright Cengage Learning. Powered by Cognero.

Page 334

RATIONALE:

Passive followers leave the thinking to their leaders. Sometimes, however, this style is the result of a leader who expects and encourages passive behavior. Followers learn that to show initiative, accept responsibility, or think creatively is not rewarded and may even be punished by the leader, so they grow increasingly passive.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 490-491 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Comprehension 18. Active follower behavior refers to: a. being reactive. b. requiring constant supervision. c. initiating problem solving. d. taking neither initiative nor personal responsibility.

ANSWER: c RATIONALE: According to Kelly, the second dimension of followership style is active versus passive behavior. An active individual participates fully in an organization, engages in behavior that is beyond the limits of the job, demonstrates a sense of ownership, and initiates problem solving and decision-making.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 485 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-2 - Describe the importance of managing both up and down the hierarchy.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Art of Followership KEYWORDS: Bloom's: Comprehension 19. In the context of styles of followership, a dependent, uncritical thinker: a. does not consider possibilities beyond what he or she is told. b. is aware of the significance of his or her own actions. c. contributes to the cultivation of an organization. d. does not accept a leader's ideas without assessing them.

ANSWER: a RATIONALE: A dependent, uncritical thinker does not consider possibilities beyond what they are told, does not contribute to the cultivation of the organization, and accepts the leader‘s ideas without assessing or evaluating them.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

Page 335

REFERENCES: p. 485 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-2 - Describe the importance of managing both up and down the hierarchy.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: 13-2 Describe the importance of managing both up and down the hierarchy. The Art of Followership KEYWORDS: Bloom's: Comprehension 20. _____ are often the result of leaders who are overcontrolling of others and who punish mistakes. a. Pragmatic survivors b. Alienated followers c. Passive followers d. Conformists ANSWER: c RATIONALE: Passive followers are often the result of leaders who are overcontrolling of others and who punish mistakes. They exhibit neither critical, independent thinking nor active participation.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 490-491 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Knowledge 21. A passive follower: a. displays critical, independent thinking. b. possesses the courage to initiate change. c. does not exhibit active participation. d. typically carries out any and all orders.

ANSWER: c RATIONALE: The passive follower exhibits neither critical, independent thinking nor active participation.

Being passive and uncritical, these followers display neither initiative nor a sense of responsibility.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 490-491 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Copyright Cengage Learning. Powered by Cognero.

Page 336

TOPICS: KEYWORDS:

Styles of Followership Bloom's: Comprehension

22. Effective followers: a. are passive and uncritical by nature. b. presume that a leader will provide them with security, permission to act, or personal growth. c. initiate opportunities through which they can achieve personal fulfillment. d. try to avoid risk or conflict.

ANSWER: c RATIONALE: Effective followers initiate the opportunities through which they can achieve personal fulfillment, exercise their potential, and provide the organization with the fullest extent of their capabilities.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 492 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Comprehension 23. Which style of followership do government appointees often demonstrate because they have their own agendas and a short period of time in which to implement them? a. Pragmatic survivor b. Conformist c. Passive follower d. Alienated follower ANSWER: a RATIONALE: A pragmatic survivor uses whatever style best benefits their own position and minimizes risk.

Government appointees often demonstrate this followership style because they have their own agendas and a short period of time in which to implement them.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 490 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership -3 Styles of Followership KEYWORDS: Bloom's: Knowledge 24. Followers can influence their leaders by being: a. a resource for the leader.

Copyright Cengage Learning. Powered by Cognero.

Page 337

b. critical of an organization. c. submissive and passive. d. dependent, uncritical thinkers.

ANSWER: a RATIONALE: Effective followers align themselves with the purpose and the vision of the organization. By understanding the vision and goals, followers can be a resource of strength and support for the leader.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 495 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Comprehension 25. A follower can be a resource for the leader by: a. informing the leader about their own ideas. b. staying aloof from the vision of their organization. c. refusing to acknowledge the leader for their contributions. d. maintaining a distance from the leader.

ANSWER: a RATIONALE: Effective followers indicate their personal goals and the resources they bring to the organization. Effective followers inform their leaders about their own ideas, beliefs, needs, and constraints. The more leaders and followers know the day-to-day activities and problems of one another, the better resources they can be for each other.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 495 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Comprehension 26. Tyson and James have an effective follower-leader relationship that is based on _____. a. mutual respect b. authority c. submission d. conformity Copyright Cengage Learning. Powered by Cognero.

Page 338

ANSWER: RATIONALE:

a By building a relationship with the leader, an effective follower makes every interaction more meaningful to the organization. Furthermore, the relationship is imbued with mutual respect rather than authority and submission.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 495 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Application 27. Jessie became a better leader when her followers: a. took all the credit for the accomplishments of the team. b. were submissive and passive. c. complimented her for behavior that they appreciated. d. idealized her leadership skills.

ANSWER: c RATIONALE: A person can become a better leader when followers compliment the leader for behavior that followers appreciate, such as listening, rewarding followers‘ contributions, and sharing credit for accomplishments.

POINTS: 1 REFERENCES: p. 496 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Strategies for Managing Up KEYWORDS: Bloom‘s: Comprehension 28. Viewing the leader realistically includes: a. asking questions about the leader‘s experiences. b. using mindful initiatives. c. giving up idealized expectations. d. plying the leader for company stories.

ANSWER: c RATIONALE: Unrealistic follower expectations present one of the biggest barriers to effective leaderfollower relationships. Whereas it is reasonable to expect your superiors to be competent, it is naïve and unrealistic to expect them to be perfect. Giving up idealized expectations helps you to view the leader realistically.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 339

DIFFICULTY: Moderate REFERENCES: p.499 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Comprehension 29. If a leader's actions and decisions contradict the best interests of an organization, effective followers: a. take a stand. b. follow the leader. c. sacrifice their personal integrity. d. follow passively.

ANSWER: a RATIONALE: Effective followers do not sacrifice their personal integrity or the good of the organization in order to maintain harmony. If a leader‘s actions and decisions contradict the best interests of the organization, effective followers take a stand.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 499 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-6 - Apply the principles of harnessing power and courage for effective followership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Power and Courage to Manage Up KEYWORDS: Bloom's: Comprehension 30. A follower can provide strength to the leader by: a. sacrificing their personal integrity to maintain harmony. b. accepting the leader's ideas without assessing or evaluating them. c. contributing to areas that complement the leader's position. d. submissively following orders.

ANSWER: c RATIONALE: A follower can provide strength to the leader by supporting the leader and by contributing to the organization in areas that complement the leader‘s position. By displaying the will to serve others over themselves, followers act for the common mission of the organization with a passion that equals that of a leader.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 506 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 340

LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Analysis 31. Followers want their leaders to be _____. a. manipulative b. authoritative c. passive d. competent ANSWER: d RATIONALE: Followers want their leaders to be honest, forward-thinking, inspiring, and competent. A leader must be worthy of trust, envision the future of the organization, inspire others to contribute, and be capable and effective in matters that affect the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 505 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Comprehension 32. Leaders can become better when: a. they take all of the credit for accomplishments. b. followers are submissive and passive. c. sharing credit for accomplishments. d. followers do everything for them.

ANSWER: c RATIONALE: A leader can become better when followers compliment the leader for behavior that followers appreciate, such as listening, rewarding followers‘ contributions, and sharing credit for accomplishments.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 494 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Reflective Thinking - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Copyright Cengage Learning. Powered by Cognero.

Page 341

TOPICS: KEYWORDS:

Strategies for Managing Up Bloom's: Comprehension

33. Leadership coaching involves: a. judging followers' performance. b. directing and controlling behavior. c. telling followers what to do. d. empowering followers to explore.

ANSWER: d RATIONALE: Rather than telling followers what to do, directing and controlling their behavior, and judging their performance, which is a traditional management role, leadership coaching involves empowering followers to explore, helping them understand and learn, providing support, and removing obstacles that stand in the way of their ability to grow and excel.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 215 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Comprehension 34. Which of the following is a traditional management role? a. Helping followers understand and learn b. Removing obstacles to growth c. Telling followers what to do d. Empowering followers to explore ANSWER: c RATIONALE: Rather than telling followers what to do, directing and controlling their behavior, and judging their performance, which is a traditional management role, leadership coaching involves empowering followers to explore, helping them understand and learn, providing support, and removing obstacles that stand in the way of their ability to grow and excel.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 505 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Analysis Copyright Cengage Learning. Powered by Cognero.

Page 342

35. Which of the following is a way that leaders can provide feedback that benefits followers? a. Making feedback timely b. Using elements of organizational objectives c. Focusing on the person, not performance d. Making feedback general ANSWER: a RATIONALE: People shouldn‘t have to wait for an annual review to know how they‘re doing or how they can improve. Leaders should give feedback as soon as possible after they observe a behavior or action they want to correct or reinforce.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 505 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Comprehension 36. Effective feedback describes: a. past results and performance. b. the nature of the leader-follower relationship. c. a precise behavior and its consequences. d. the skills required for a specific task.

ANSWER: c RATIONALE: Effective feedback describes a precise behavior and its consequences and explains why the leader either approves of the behavior or thinks there is a need for improvement.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 505 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Knowledge 37. Which characteristic describes effective feedback? a. General in nature b. Looks toward the future c. Describes the mistakes of the past d. Focuses on fault-finding Copyright Cengage Learning. Powered by Cognero.

Page 343

ANSWER: RATIONALE:

b Effective feedback looks toward the future, minimizes fault-finding, and describes the desired behaviors and outcomes. Good leaders don‘t drag up the failures and mistakes of the past.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 505 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Analysis 38. If organizational or personal changes create a situation in which a follower wants to withdraw from a particular leader–follower relationship, the follower must have: a. the courage to leave. b. the will to participate in transformation. c. the ability to follow orders. d. the ability to support the leader even if they disagree.

ANSWER: a RATIONALE: Sometimes organizational or personal changes create a situation in which a follower must withdraw from a particular leader-follower relationship. This requires one to have the courage to leave. People might know they need new challenges, for example, even though it is hard to leave a job where they have many friends and valued colleagues.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 501 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Power and Courage to Manage Up KEYWORDS: Bloom's: Comprehension 39. Clarity of direction involves: a. telling followers what to do, directing and controlling their behavior, and judging their performance. b. distinctly communicating where the group or organization is going and why. c. directing or facilitating a follower with the aim of improving specific skills. d. evaluating and communicating a followers performance.

ANSWER: b RATIONALE: It is the leader‘s job to clearly communicate where the group or organization is going and why. Creating an inspiring vision is only one aspect of setting direction. Followers also need Copyright Cengage Learning. Powered by Cognero.

Page 344

specific, unambiguous goals and objectives on both an individual and team level.

POINTS: 1 REFERENCES: p. 505 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Comprehension 40. The benefits followers receive from leadership coaching include: a. gaining a new perspective. b. doing only what is told. c. avoiding conflict. d. utilizing uncritical thinking skills.

ANSWER: a RATIONALE: Benefits that followers get from leadership coaching include gaining a new perspective, getting advice on handling specific organizational situations, dealing with organizational politics, and receiving encouragement and support.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 505 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Analysis 41. _____ refers to failing to consider possibilities beyond what one is told and accepting a leader's ideas without thinking.

ANSWER: Uncritical thinking RATIONALE: Uncritical thinking is failing to consider possibilities beyond what one is told and accepting a leader's ideas without thinking. A dependent, uncritical thinker does not consider possibilities beyond what they are told, does not contribute to the cultivation of the organization, and accepts the leader‘s ideas without assessing or evaluating them.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 487 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

Copyright Cengage Learning. Powered by Cognero.

Page 345

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Styles of Followership Bloom's: Knowledge

42. In the context of the four followership styles, a(n) _____ participates willingly but without considering the consequences of what he or she is being asked to do—even at the risk of contributing to a harmful endeavor.

ANSWER: conformist RATIONALE: A conformist, a type of follower, participates actively in the organization but does not utilize critical thinking skills in his or her task behavior. The conformist participates willingly but without considering the consequences of what they are being asked to do—even at the risk of contributing to a harmful endeavor.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 489 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Knowledge 43. A(n) _____ individual participates fully in an organization, engages in behavior that is beyond the limits of the job, demonstrates a sense of ownership, and initiates problem solving and decision-making.

ANSWER: active RATIONALE: An active individual participates fully in the organization, engages in behavior that is beyond the limits of the job, demonstrates a sense of ownership, and initiates problem solving and decision-making.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 489 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Knowledge 44. In the context of styles of followership, a(n) _____ is both a critical, independent thinker and active in an organization.

ANSWER: effective follower RATIONALE: An effective follower is both a critical, independent thinker and active in the organization.

Effective followers behave the same toward everyone regardless of their positions in the organization. They do not try to avoid risk or conflict.

Copyright Cengage Learning. Powered by Cognero.

Page 346

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 489 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Knowledge 45. _____ are the biggest barrier to effective leader–follower relationships.

ANSWER: Unrealistic follower expectations RATIONALE: Unrealistic follower expectations present one of the biggest barriers to effective leaderfollower relationships. Whereas it is reasonable to expect your superiors to be competent, it is naïve and unrealistic to expect them to be perfect. When we accept that leaders are fallible and will make many mistakes, we open the path to an equitable relationship. Followers should view leaders as they really are, not as followers think they should be.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 494 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Comprehension 46. Being a resource for the leader, building a relationship, helping the leader be a good leader, and viewing the leader realistically are _____.

ANSWER: strategies for managing up/ways to influence the leader RATIONALE: Being a resource for the leader, building a relationship, helping the leader be a good leader, and viewing the leader realistically are strategies for managing up or/and ways to influence the leader.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 494 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking Copyright Cengage Learning. Powered by Cognero.

Page 347

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Strategies for Managing Up Bloom's: Analysis

47. A subordinate with useful _____, a personal source of upward influence, is of real benefit to a leader, and their departure would be a loss.

ANSWER: knowledge RATIONALE: A subordinate with useful knowledge is of real benefit to the leader, and their departure would be a loss. In addition, someone who has a demonstrated record of performance often develops expertise and in this way can influence the boss‘s decisions.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 501 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-6 - Apply the principles of harnessing power and courage for effective followership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Power and Courage to Manage Up KEYWORDS: Bloom's: Knowledge 48. _____ refers to the direct appeal to leaders for desired outcomes.

ANSWER: Persuasion RATIONALE: A way to influence up is with persuasion, which refers to the direct appeal to leaders for desired outcomes. Rational persuasion—using facts and reason—is typically the most effective approach when trying to manage upward.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 501 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-6 - Apply the principles of harnessing power and courage for effective followership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Power and Courage to Manage Up KEYWORDS: Bloom's: Knowledge 49. _____ involves using evaluation and communication to help individuals and the organization learn and improve. _____ involves using evaluation and communication to help individuals and the organization learn and improve.

ANSWER: Feedback RATIONALE: Feedback occurs when a leader uses evaluation and communication to help individuals learn about themselves and improve. Effective leaders provide both positive and negative constructive feedback on an ongoing basis.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

Page 348

REFERENCES: p. 505 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Knowledge 50. _____ should not be used simply to criticize a person or to point out faults. The focus should always be on how the follower can improve.

ANSWER: Feedback RATIONALE: Feedback should not be used simply to criticize a person or to point out faults. A person who feels like they are being attacked personally will not learn anything from the feedback. The focus should always be on how the follower can improve.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 505 QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Knowledge 51. Compare critical thinking and uncritical thinking according to Kelley‘s theory of followership.

ANSWER: One theory of followership was proposed by Robert E. Kelley, who conducted extensive interviews with leaders and followers and came up with five styles of followership. These followership styles are categorized according to two dimensions. The first dimension is the quality of independent, critical thinking versus dependent, uncritical thinking. Critical thinking means approaching subjects, situations, and problems with thoughtful questions and in an unbiased way, gathering and assessing ideas and information objectively, and mentally penetrating into underlying implications of various alternatives. Conversely, a dependent, uncritical thinker does not consider possibilities beyond what they are told, does not contribute to the cultivation of the organization, and accepts the leader‘s ideas without assessing or evaluating them.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 494 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

Copyright Cengage Learning. Powered by Cognero.

Page 349

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Reflective Thinking United States - AK - DISC: Leadership Principle - DISC: Leadership Principles Styles of Followership Bloom's: Analysis

52. Briefly describe the characteristics of an alienated follower.

ANSWER: An alienated follower is an independent, critical thinker but is passive in the organization.

Alienated followers are often effective followers who have experienced setbacks and obstacles, perhaps promises broken by superiors. Thus, they are capable, but they focus exclusively on the shortcomings of the organization and other people. Often cynical, alienated followers are able to think independently, but they do not participate in developing solutions to the problems or deficiencies they see.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 494 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-4 - Identify your followership style and take steps to become a more effective follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Styles of Followership KEYWORDS: Bloom's: Analysis 53. Why is it important for a follower to view the leader realistically?

ANSWER: Unrealistic follower expectations present one of the biggest barriers to effective leaderfollower relationships. Whereas it is reasonable to expect your superiors to be competent, it is naïve and unrealistic to expect them to be perfect. When we accept that leaders are fallible and will make many mistakes, we open the path to an equitable relationship. Followers should view leaders as they really are, not as followers think they should be.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 501 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Comprehension 54. Briefly discuss the demands on effective followers.

ANSWER: To be effective, followers have to know what they stand for and be willing to express their own ideas and opinions to their leaders, even though this might mean risking their jobs, being demeaned, or feeling inadequate. Effective followers have the courage to accept responsibility, challenge authority, participate in change, serve the needs of the organization, Copyright Cengage Learning. Powered by Cognero.

Page 350

and leave the organization when necessary.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 505 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Comprehension 55. What benefits does a follower get from leadership coaching?

ANSWER: Refer to Exhibit 13.6. Benefits that followers get from leadership coaching include gaining a new perspective, getting advice on handling specific organizational situations, dealing with organizational politics, and receiving encouragement and support. The biggest benefit that followers report, however, is getting clear, direct feedback on performance.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 507 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Analysis 56. Describe follower qualities and behaviors that contribute to productive and rewarding leader-follower relationships.

ANSWER: The following qualities and behaviors have been shown to contribute to productive and rewarding leader-follower relationships: 33. A make-it-happen attitude. Leaders don't want excuses. They want results. A leader's job becomes smoother when they have followers who are positive and selfmotivated, who can get things done, who accept responsibility, and who excel at required tasks. Leaders value people who propose ideas, show initiative, and take responsibility when they see something that needs to be done or a problem that needs to be solved.

34. A willingness to collaborate. Leaders are responsible for much more in the organization than any individual follower's concerns, feelings, and performance.

Each follower is a part of the leader's larger system and should realize that their actions affect the whole.

35. The motivation to stay up-to-date. Bosses want followers to know what is happening in the organization's industry or field of endeavor. In addition, they want people to understand their customers, their competition, and how changes in technology or Copyright Cengage Learning. Powered by Cognero.

Page 351

world events might affect the organization.

36. The passion to drive your own growth. Leaders want followers who seek to enhance their own growth and development rather than depending solely on the leader to do it. Anything that exposes an individual to new people and ideas can enhance personal and professional development.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 487-488 QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-3 - Summarize what your organizational leader will want from you.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Your Leader Wants from You KEYWORDS: Bloom's: Analysis 57. Describe the types of courage that an effective follower should have.

ANSWER: Effective followers should have the courage to assume responsibility. The effective follower feels a sense of personal responsibility and ownership in the organization and its mission.

Thus, the follower assumes responsibility for his or her own behavior and its impact on the organization. Effective followers do not presume that a leader or an organization will provide them with security, permission to act, or personal growth. Instead, they initiate the opportunities through which they can achieve personal fulfillment, exercise their potential, and provide the organization with the fullest extent of their capabilities.

Effective followers should have the courage to challenge authority. Effective followers do not sacrifice their personal integrity or the good of the organization in order to maintain harmony. If a leader's actions and decisions contradict the best interests of the organization, effective followers take a stand.

Effective followers also have the courage to participate in change. Effective followers view the struggle of corporate change and transformation as a mutual experience shared by all members of the organization. When an organization undergoes a difficult transformation, effective followers support the leader and the organization. They are not afraid to confront the changes and to work toward reshaping the organization.

Effective followers also have the courage to serve the needs of the organization. An effective follower can provide strength to the leader by supporting the leader and by contributing to the organization in areas that complement the leader's position.

POINTS: DIFFICULTY: REFERENCES:

Finally, effective followers have the courage to leave the organization when necessary.

Sometimes organizational or personal changes create a situation in which a follower must withdraw from a particular leader-follower relationship. For example, a follower may need new challenges, be faced with a leader or an organization unwilling to make unnecessary changes, or have such strong differences of opinion that he or she can no longer support the leader's decisions.

1 Moderate pp. 501-504

Copyright Cengage Learning. Powered by Cognero.

Page 352

QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-6 - Apply the principles of harnessing power and courage for effective followership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Power and Courage to Manage Up KEYWORDS: Bloom's: Analysis 58. How can leaders optimize the use of feedback and minimize the conflict and fear that often accompanies it?

ANSWER: The following are ways leaders can provide feedback that benefits followers and takes less of an emotional toll on both leader and follower: 10. Make it timely. Leaders should give feedback as soon as possible after they observe a behavior or action they want to correct or reinforce. If leaders wait to offer feedback, it should be only long enough to gather necessary information or to marshal their thoughts and ideas.

11. Focus on the performance, not the person. Feedback should not be used simply to criticize a person or to point out faults. A person who feels like they are being attacked personally will learn nothing from feedback. The focus should always be on how the follower can improve. Leaders have to point out work that is poorly done, but it is equally important to reinforce work that is done well. This helps people learn from what they do right and softens the impact of negative feedback.

12. Make it specific. Effective feedback describes a precise behavior and its consequences and explains why the leader either approves of the behavior or thinks there is a need for improvement. The leader might provide illustrations and examples to clarify what behavior is considered effective, and they always checks for understanding rather than assuming the follower knows what actions the leader wants.

13. Focus on the desired future, not the past. Good leaders don't drag up the failures and mistakes of the past. In addition, if it is clear that a follower's mistake was a one-time occurrence and not likely to be repeated, the leader will let it go rather than offering negative feedback. Effective feedback looks toward the future, minimizes faultfinding, and describes the desired behaviors and outcomes.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 505 QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Comprehension 59. A challenge followers face when managing up is: a. lack of trust between the follower and the leader.

Copyright Cengage Learning. Powered by Cognero.

Page 353

b. finding information that is valuable to the leader. c. the follower's lack of control over the leader. d. the follower's lack of resources.

ANSWER: c RATIONALE: One reason we may have difficulty managing upward is that we‘re not ‗‗in control‘‘ in this relationship as we are in our relationships with subordinates. It is natural that we try to protect ourselves in a relationship where we feel we have little control and little power.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 484 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-2 - Describe the importance of managing both up and down the hierarchy.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: The Art of Followership KEYWORDS: Bloom's: Analysis 60. Leaders want followers who can collaborate because: a. followers should be active. b. followers should take responsibility for their required tasks. c. some followers do not do their own work. d. leaders are responsible for more than a single follower.

ANSWER: d RATIONALE: Leaders are responsible for much more in the organization than any individual follower‘s concerns, feelings, and performance. Each follower is a part of the leader‘s larger system and should realize that his or her actions affect the whole.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 487 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-3 - Summarize what your organizational leader will want from you.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Your Leader Wants from You KEYWORDS: Bloom's: Analysis 61. How do effective followers build authentic relationships with their leaders? a. Show submission to the leader. b. Collaborate with other followers. c. Actively seek feedback. d. Expect the leader to be knowledgeable about everything.

ANSWER: c RATIONALE: Leaders have learned that building a positive, respectful relationship with the boss is the best way to get important changes implemented. Followers can generate respect by asking Copyright Cengage Learning. Powered by Cognero.

Page 354

questions about the leader‘s experiences in the follower‘s position, actively seeking feedback, and clarifying the basis for specific feedback and criticism from the leader. By doing so, followers progress beyond submissive behavior by asking leaders to be accountable for their criticism, to have empathy for the followers‘ position, and to share history about something both parties have in common—the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 489 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic Reflective Thinking - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Analysis 62. Which source of power for managing up is based on the follower's personal power? a. Visible position b. Expertise c. Network of relationships d. Flow of information ANSWER: b RATIONALE: Someone who has a demonstrated record of performance often develops expertise and, in this way, can influence the boss‘s decisions. A record of successes and a history of contributions can gain a follower expert status. When someone is recognized as an expert, that person often can influence activities because they become an indispensable resource to the leader.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 501 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-5 - Implement appropriate and specific strategies for effective followership at school or work.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Strategies for Managing Up KEYWORDS: Bloom's: Analysis 63. Which two characteristics do followers desire in both their leader and fellow followers? a. Honest and competent b. Inspiring and cooperative c. Competent and forward-thinking d. Dependable and honest ANSWER: a RATIONALE: Refer to Exhibit 13.5 Followers want their fellow followers to be honest and competent but Copyright Cengage Learning. Powered by Cognero.

Page 355

also dependable and cooperative. Thus, desired qualities of colleagues share two qualities with leaders—honesty and competence. However, followers themselves want other followers to be dependable and cooperative rather than forward-thinking and inspiring.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 506 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13-7 - Explain the leader‘s role in developing effective followers, including how to use feedback and leadership coaching to help followers grow and achieve their potential.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: What Followers Want from Leaders KEYWORDS: Bloom's: Analysis

1. At its most basic, culture is a pattern of shared assumptions and beliefs about how things are done in an organization. a. True b. False ANSWER: True RATIONALE: At its most basic, culture is a pattern of shared assumptions and beliefs about how things are done in an organization. As organizational members cope with internal and external problems, they develop shared assumptions and norms of behavior that are taught to new members as the correct way to think, feel, and act in relation to those problems.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 522 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Knowledge 2. External adaptation, a function of culture in organizations, means that culture helps an organization meets its goals and deals with outsiders. a. True b. False ANSWER: True RATIONALE: External adaptation, a function of culture in organizations, refers to determining how an organization meets its goals and deals with outsiders. The right cultural values can help an organization respond rapidly to customer needs or the moves of a competitor.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 526 QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

Page 356

HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Knowledge 3. Culture gaps are usually minimal in the case of mergers. a. True b. False ANSWER: False RATIONALE: Culture gaps can be immense, particularly in the case of mergers. The difference between desired and actual values and behaviors is known as culture gap.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 436–437 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Comprehension 4. A strong culture that encourages adaptation can be more damaging to an organization than a weak culture. a. True b. False ANSWER: False RATIONALE: A strong culture that does not encourage adaptation can be more damaging to an organization than a weak culture. The effect of a strong culture is not always positive.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 527 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Comprehension 5. Axis Inc.‘s mission statement is ―Excellence through people.‖ This is an example of a slogan. a. True b. False Copyright Cengage Learning. Powered by Cognero.

Page 357

ANSWER: RATIONALE:

True Axis Inc.‘s mission statement ―Excellence through people‖ is an example of a slogan.

Leaders sometimes use slogans or sayings to express key corporate values.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 535 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Application 6. Leaders sometimes use slogans to express key corporate values but avoid using written public statements. a. True b. False ANSWER: False RATIONALE: Leaders sometimes use slogans or sayings to express key corporate values. They also express and reinforce cultural values through written public statements, such as corporate mission statements or other formal statements that express the core values of the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 535 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Knowledge 7. In the adaptability corporate culture, employees can make decisions to meet new needs. a. True b. False ANSWER: True RATIONALE: In the adaptability corporate culture, employees have autonomy to make decisions and act freely to meet new needs, and responsiveness to customers is highly valued. Leaders actively create change by encouraging and rewarding creativity, experimentation, and risk taking.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 537 QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 358

LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Comprehension 8. In the involvement corporate culture, leaders tend to value reliability and emphasize cooperation and consideration for employees and customers. a. True b. False ANSWER: True RATIONALE: In the involvement corporate culture, leaders emphasize cooperation, consideration of both employees and customers, and avoiding status differences. Leaders put a premium on fairness and reaching agreement with others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 537 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Comprehension 9. Some values that seem to be important to many companies today, whatever the industry or type of culture, include open communication, teamwork, and quality. a. True b. False ANSWER: True RATIONALE: Organizations incorporate many types of values into their cultures. Some values that seem to be important to many companies today, whatever the industry or type of culture, include open communication, teamwork, and quality.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 448 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Comprehension 10. A spiritual leader addresses followers' higher-order needs for membership and self-actualization.

Copyright Cengage Learning. Powered by Cognero.

Page 359

a. True b. False ANSWER: RATIONALE:

True A spiritual leader addresses followers' higher-order needs for membership and selfactualization. This is intrinsic motivation at its best because work provides interest and enjoyment for its own sake.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 453 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Comprehension 11. Which value is most important to an organization's leaders? a. The company's vision and strategy b. Changes in the company c. The nature of work d. Expansion ANSWER: a RATIONALE: In considering what values are important for an organization, leaders consider the external environment and the company's vision and strategy. Cultures can vary widely across organizations; however, organizations within the same industry often share similar values because they operate in similar environments.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 443 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Evaluation 12. The visible level of corporate culture refers to: a. artifacts such as dress, office layout, and organizational ceremonies. b. expressed values, underlying assumptions, and beliefs. c. deeper values and shared understandings held by organizational members. d. creativity and risk taking.

ANSWER: a RATIONALE: At the surface level of corporate culture are visible artifacts such as manner of dress, patterns Copyright Cengage Learning. Powered by Cognero.

Page 360

of behavior, physical symbols, organizational ceremonies, and office layout—all the things one can see, hear, and observe by watching members of the organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 522–432 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Knowledge 13. Culture helps employees develop a collective identity and learn how to work together effectively. This is called: a. external adaptation. b. internal integration. c. cultural identity. d. cultural harmony.

ANSWER: b RATIONALE: Culture helps employees develop a collective identity and learn how to work together effectively. Culture serves two important functions in organizations: it integrates members so that they know how to relate to one another, and it helps the organization adapt to the external environment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 433 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Knowledge 14. An organization‘s culture may not always be in alignment with the needs of the external environment. This phenomenon is known as: a. cultural diversity. b. culture gap. c. visible behavior. d. clan culture.

ANSWER: b RATIONALE: An organization‘s culture may not always be in alignment with the needs of the external environment. The values and ways of doing things may reflect what worked in the past. The difference between desired and actual values and behaviors is called the culture gap.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

Page 361

REFERENCES: p. 436 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Knowledge 15. Which statement is true of a high-performance culture? a. It discourages individual employee ownership of bottom-line results. b. It is based on a solid organizational mission or purpose. c. It fails to uphold cultural values. d. It heavily relies on the rule of reciprocity.

ANSWER: b RATIONALE: A high-performance culture is based on a solid organizational mission or purpose, embodies shared responsive values that guide decisions and business practices, and encourages individual employee ownership of both bottom-line results and the organization's cultural backbone.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 439 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Knowledge 16. Competitiveness, aggressiveness, and personal initiative are values associated with the: a. adaptability corporate culture. b. achievement corporate culture. c. involvement corporate culture. d. consistency corporate culture.

ANSWER: b RATIONALE: The achievement corporate culture is a results-oriented culture that values competitiveness, aggressiveness, personal initiative, and the willingness to work long and hard to achieve results.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 446-447 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 362

LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Analysis 17. In the _____, leaders actively create change by encouraging and rewarding creativity, experimentation, and risk taking. a. achievement corporate culture b. adaptability corporate culture c. consistency corporate culture d. involvement corporate culture ANSWER: b RATIONALE: In the adaptability corporate culture, leaders actively create change by encouraging and rewarding creativity, experimentation, and risk taking. The adaptability corporate culture is characterized by strategic leaders encouraging values that support the organization‘s ability to interpret and translate signals from the environment into new behavior responses.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 446 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Analysis 18. Values and practices such as integrity, humility, respect, and personal reflection are considered as: a. slogans. b. cultural strengths. c. spiritual ideals. d. symbols.

ANSWER: c RATIONALE: Values and practices considered as spiritual ideals include integrity, humility, respect, appreciation for the contributions of others, fair treatment, and personal reflection. Managers who incorporate spiritual values in addition to the traditional mental and behavioral aspects of leadership tend to be successful leaders.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 451 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology Copyright Cengage Learning. Powered by Cognero.

Page 363

STATE STANDARDS: TOPICS: KEYWORDS:

United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Values-Based Leadership Bloom's: Analysis

19. Spiritual leaders establish a corporate culture based on: a. self-motivation. b. self-appraisal. c. altruistic love. d. competitiveness.

ANSWER: c RATIONALE: Spiritual leaders establish a corporate culture based on altruistic love. Altruistic love includes forgiveness, genuine caring, compassion, kindness, honesty, patience, courage, and appreciation, which enables people to experience a sense of membership and feel understood.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Analysis 20. ____ is the process by which a person learns the values, norms, perspectives, and expected behaviors to participate in an organization. a. Negotiation b. Adaptation c. Selection d. Socialization ANSWER: d RATIONALE: Socialization is the process by which a person learns the values, norms, perspectives, and expected behaviors that enable him or her to successfully participate in a group or an organization. When people are effectively socialized, they ―fit in‖ because they understand and adopt the norms and values of the group.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 442 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 364

21. Leaders at Baxter International Inc. removed a product from the market when several people died after undergoing dialysis using a Baxter filter. This is an example of: a. a company emphasizing ethics. b. a company providing spiritual leadership. c. a company guilty of a moral lapse. d. a company with a weak organizational culture.

ANSWER: a RATIONALE: In the given scenario, Baxter International Inc. is an example of a company emphasizing ethics. Ethics is the code of principles and values that governs the behavior of a person or group with respect to what is right or wrong. Ethics sets standards as to what is good or bad in conduct and decision-making.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Application 22. Axim Inc. pins photographs of employees on the notice board to recognize the work of its front-line employees. This is an example of a: a. paradigm. b. story. c. symbol. d. model.

ANSWER: c RATIONALE: Axim Inc.‘s action is an example of a symbol. A symbol is an object, act, or event that conveys meaning to others. It is a tool for conveying cultural values of an organization.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 533 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Application 23. Leaders can enact cultural values in an organization through: a. relationship marketing. b. specialized language. c. diversification.

Copyright Cengage Learning. Powered by Cognero.

Page 365

d. the rule of reciprocity.

ANSWER: b RATIONALE: Some of the mechanisms leaders use to enact cultural values are organizational rites and ceremonies, stories, symbols, and specialized language. In addition, they emphasize careful selection and socialization of new employees to keep the culture strong.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 533 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Knowledge 24. In the adaptability organizational culture, _____. a. an internal focus and a dependability orientation for a stable environment is appreciated b. an internal focus on the involvement and participation of employees to meet changing expectations from the external environment exists c. employees who have competitiveness, aggressiveness, personal initiative, and the willingness to work long and hard to achieve results are valued d. employees have autonomy to make decisions and act freely to meet new needs, and responsiveness to customers is highly valued ANSWER: d RATIONALE: The adaptability organizational culture is characterized by strategic leaders encouraging values that support an organization's ability to interpret and translate signals from the environment into new behavior responses. Employees have autonomy to make decisions and act freely to meet new needs, and responsiveness to customers is highly valued.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 537 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Knowledge 25. Spiritual leadership can decrease or eliminate emotions such as: a. altruistic love. b. a sense of coherence. c. a sense of failure. d. integrity.

Copyright Cengage Learning. Powered by Cognero.

Page 366

ANSWER: RATIONALE:

c Spiritual leadership can decrease or eliminate negative emotions, such as a sense of failure, and conflicts in the workplace and provide a stronger foundation for personal well-being. The four main types of destructive emotions are fear, anger, sense of failure, and pride.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 541–543 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Comprehension 26. Some values become so deeply embedded in a culture that organizational members: a. can see, hear, and observe them by watching other members of the organization. b. may not take them for granted. c. may not be consciously aware of them. d. can see patterns of behavior, symbols, and ceremonies.

ANSWER: c RATIONALE: Some values become so deeply embedded in a culture that organizational members may not be consciously aware of them. These basic, underlying assumptions are the essence of the culture.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 522 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Comprehension 27. If the competitive environment requires speed and flexibility, an organizational culture should embody values that support adaptability and collaboration across departments. This is an example of: a. external adaptation. b. vertical integration. c. internal integration. d. diversification.

ANSWER: a RATIONALE: If the competitive environment requires speed and flexibility, an organizational culture should embody values that support adaptability, collaboration across departments, and a fast response to customer needs or environmental changes. This is an example of external adaptation.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 367

DIFFICULTY: Moderate REFERENCES: p. 526 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Application 28. If widespread consensus exists among employees of an organization about the importance of specific values and ways of doing things, the culture is said to be: a. autocratic. b. prejudiced. c. fragmented. d. strong.

ANSWER: d RATIONALE: If widespread consensus exists among employees of an organization about the importance of specific values and ways of doing things, the culture is strong and cohesive; if little agreement exists, the culture is weak.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 527 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Comprehension 29. Iota Inc. has a freewheeling culture, whereas Axiom Inc. has a culture based on structure and discipline. The merger of these two companies will be difficult due to the presence of a: a. corporate culture. b. culture gap. c. culture shock. d. clan culture.

ANSWER: b RATIONALE: The merger of Iota Inc. and Axiom Inc. will be difficult due to the presence of a culture gap.

An organization's culture may not always be in alignment with the needs of the external environment. The values and ways of doing things may reflect what worked in the past. The difference between desired and actual values and behaviors is called the culture gap. Culture gaps can be immense, particularly in the case of mergers.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 530 Copyright Cengage Learning. Powered by Cognero.

Page 368

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Application 30. Managers at MediaCloud Inc. place great emphasis on winning. The culture at the company is highly results-oriented with a focus on sales growth, profitability, and market share. In the given scenario, MediaCloud is said to have the: a. involvement corporate culture. b. consistency corporate culture. c. adaptability corporate culture. d. achievement corporate culture.

ANSWER: d RATIONALE: MediaCloud Inc. has an achievement corporate culture. The achievement corporate culture is characterized by a clear vision of an organization's goals, and leaders focus on the achievement of specific targets such as sales growth, profitability, or market share. An emphasis on winning is the glue that holds the organization together.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 538-539 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Application 31. Zupiter Corp. follows a culture that requires strict adherence to rules and regulations, with fixed time schedules for daily activities. The firm is highly efficient and places emphasis on being economical. It conducts its business in a methodical manner. In the given scenario, Zupiter Corp. is said to have the: a. consistency corporate culture. b. involvement corporate culture. c. adaptability corporate culture. d. resistant corporate culture.

ANSWER: a RATIONALE: In the given scenario, Zupiter Corp. is said to have the consistency corporate culture. The consistency corporate culture has an internal focus and a dependability orientation for a stable environment. The culture supports a methodical, rational, orderly way of doing business. Following the rules and being thrifty are valued. The organization succeeds by being highly integrated and efficient.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 369

REFERENCES: p. 540-541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Application 32. Companies with strong, healthy cultures: a. often exhibit prejudice. b. have rigorous hiring practices. c. advocate bureaucracy. d. discourage socialization of new employees.

ANSWER: b RATIONALE: To maintain cultural values over time, leaders emphasize careful selection and socialization of new employees. Companies with strong, healthy cultures, such as Nordstrom, Southwest Airlines, Google, and Zappos, have rigorous hiring practices.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 533 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Cultural Leadership KEYWORDS: Bloom's: Comprehension 33. Leaders of an organization can repeatedly use _____ based on true events to illustrate the company‘s primary values to the employees. a. slogans b. symbols c. catchwords d. stories ANSWER: d RATIONALE: Leaders of an organization can repeatedly use stories based on true events to illustrate the company's primary values to the employees. A story is a narrative based on true events that is repeated frequently and shared among employees.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 533 QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 370

LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Knowledge 34. Leaders in the _____ emphasize cooperation, consideration of both employees and customers, and avoiding status differences. a. achievement corporate culture b. involvement corporate culture c. consistency corporate culture d. adaptability corporate culture ANSWER: b RATIONALE: Companies with the involvement corporate cultures are generally friendly places to work, and employees may seem almost like a family. Leaders emphasize cooperation, consideration of both employees and customers, and avoiding status differences. Leaders put a premium on fairness and reaching agreement with others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 537 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Comprehension 35. Spiritual leadership behaviors enable employees to have _____ that provides deeper life meaning through work. a. a high level of agreeableness b. a competitive spirit c. a sense of calling d. social responsibility ANSWER: c RATIONALE: Spiritual leadership behaviors enable employees to have a sense of calling that provides deeper life meaning through work. It also provides a sense of membership through a work community in which one feels understood and appreciated.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 371

TOPICS: KEYWORDS:

Values-Based Leadership Bloom's: Knowledge

36. _____ can encourage employee commitment to the core purpose of an organization, its specific goals, and the basic means used to accomplish goals. It can determine how the organization meets goals and deals with outsiders. a. Competitiveness b. Culture c. Passiveness d. Sentiments ANSWER: b RATIONALE: Culture can encourage employee commitment to the core purpose of an organization, its specific goals, and the basic means used to accomplish goals. The ―right‖ culture is determined partly by what the organization needs to meet external challenges.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 522 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Knowledge 37. Changing how future leaders are trained could: a. eliminate monopolistic competition. b. increase training expenses of organizations. c. make organizations more profit-oriented. d. solve the ethics deficit in organizations.

ANSWER: d RATIONALE: Changing how future leaders are trained could be one key to solving the ethics deficit pervading organizations. Leaders can create and sustain a climate that emphasizes ethical behavior for all employees.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Comprehension 38. Values-based leaders: a. solely focus on impersonal values.

Copyright Cengage Learning. Powered by Cognero.

Page 372

b. are very different from spiritual leaders. c. generate a high level of trust from employees. d. focus on profitability of organizations.

ANSWER: c RATIONALE: Values-based leaders generate a high level of trust and respect from employees, based not just on stated values, but on the courage, determination, and self-sacrifice they demonstrate in upholding those values.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Comprehension 39. _____ is the display of values, attitudes, and behaviors necessary to intrinsically motivate oneself and others toward a sense of calling and membership. a. Transformational leadership b. Transactional leadership c. Spiritual leadership d. Charismatic leadership ANSWER: c RATIONALE: Spiritual leadership is the display of values, attitudes, and behaviors necessary to intrinsically motivate oneself and others toward a sense of spiritual expression through calling and membership.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Knowledge 40. According to the model of spiritual leadership, spiritual leaders start by: a. creating a vision through which participants experience a sense of calling. b. establishing a corporate culture based on altruistic love to experience a sense of membership. c. engaging hope and faith to achieve desired organizational outcomes. d. improving organizational commitment and productivity.

ANSWER: a RATIONALE: Refer to Exhibit 14.5. Spiritual leaders start by creating a vision through which organization Copyright Cengage Learning. Powered by Cognero.

Page 373

participants experience a sense of calling that gives meaning to their work.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Comprehension 41. _____ is the set of key values, assumptions, understandings, and norms that is shared by members of an organization and taught to new members as correct.

ANSWER: Culture RATIONALE: Culture can be defined as the set of key values, assumptions, understandings, and norms that is shared by members of an organization and taught to new members as correct. At its most basic, culture is a pattern of shared assumptions and beliefs about how things are done in an organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 522 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Knowledge 42. _____ refers to the degree of agreement among employees about the importance of specific values and ways of doing things.

ANSWER: Culture strength RATIONALE: Culture strength refers to the degree of agreement among employees about the importance of specific values and ways of doing things. If widespread consensus exists, the culture is strong and cohesive; if little agreement exists, the culture is weak.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 527 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Knowledge Copyright Cengage Learning. Powered by Cognero.

Page 374

43. A(n) _____ is a planned activity that makes up a special event and is generally conducted for the benefit of an audience.

ANSWER: ceremony RATIONALE: A ceremony is a planned activity that makes up a special event and is generally conducted for the benefit of an audience. Leaders schedule ceremonies to provide dramatic examples of what a company values.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 441 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Knowledge 44. _____ are the enduring beliefs that have worth, merit, and importance for an organization.

ANSWER: Organizational values RATIONALE: Organizational values are the enduring beliefs that have worth, merit, and importance for an organization. The economic crisis, the breakdown of corporate ethics and responsibility that contributed to it, and the crash of once-thriving companies have brought values to the forefront.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 537 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Knowledge 45. The _____ is a corporate culture characterized by strategic leaders encouraging values that support an organization's ability to interpret and translate signals from the environment into new behavior responses.

ANSWER: adaptability culture RATIONALE: The adaptability corporate culture is characterized by strategic leaders encouraging values that support an organization's ability to interpret and translate signals from the environment into new behavior responses. Employees have autonomy to make decisions and act freely to meet new needs, and responsiveness to customers is highly valued.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 537 QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

Page 375

HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Knowledge 46. The _____ is a corporate culture characterized by a clear vision of an organization's goals and leaders focus on the achievement of specific targets such as sales growth, profitability, or market share.

ANSWER: achievement culture RATIONALE: The achievement corporate culture is characterized by a clear vision of an organization's goals, and leaders focus on the achievement of specific targets such as sales growth, profitability, or market share. An organization concerned with serving specific customers in the external environment but without the need for flexibility and rapid change is suited to the achievement culture.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 537 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Knowledge 47. _____ is the code of moral principles and values that governs the behavior of a person or group with respect to what is right and wrong.

ANSWER: Ethics RATIONALE: Ethics is the code of principles and values that governs the behavior of a person or group with respect to what is right or wrong. Ethics sets standards as to what is good or bad in conduct and decision-making.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 541 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Knowledge 48. Values and practices considered as _____ include integrity, humility, respect, appreciation for the contributions of others, fair treatment, and personal reflection.

ANSWER: spiritual ideas Copyright Cengage Learning. Powered by Cognero.

Page 376

RATIONALE:

Values and practices considered as spiritual ideals include integrity, humility, respect, appreciation for the contributions of others, fair treatment, and personal reflection. This approach to leadership can be effective because many people struggle to combine their spiritual journey and their work life.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 451 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Application 49. _____ start by creating a vision through which organization participants experience a sense of calling that gives meaning to their work.

ANSWER: Spiritual leaders RATIONALE: Spiritual leaders start by creating a vision through which organization participants experience a sense of calling that gives meaning to their work. An appropriate vision would have broad appeal, reflect high ideals, and establish a standard of excellence.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 541 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Knowledge 50. A(n) _____ defines and uses signals and symbols to influence corporate culture.

ANSWER: cultural leader RATIONALE: A cultural leader defines and uses signals and symbols to influence corporate culture.

Cultural leaders influence culture in two key areas: the cultural leader articulates a vision for the organizational culture that employees can believe in, and the cultural leader heeds the day-to-day activities that reinforce the cultural vision.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 533 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Copyright Cengage Learning. Powered by Cognero.

Page 377

TOPICS: KEYWORDS:

Cultural Leadership Bloom's: Knowledge

51. Briefly describe the three levels of corporate culture.

ANSWER: Corporate culture can be thought of as consisting of three levels, with each level becoming less obvious. At the surface level are visible artifacts such as manner of dress, patterns of behavior, physical symbols, organizational ceremonies, and office layout—all the things one can see, hear, and observe by watching members of an organization. At a deeper level of culture are the expressed values and beliefs, which are not observable but can be discerned from how people explain and justify what they do. These are values that members of the organization hold at a conscious level. Some values become so deeply embedded in a culture that organizational members may not be consciously aware of them. These basic, underlying assumptions are the essence of the corporate culture and constitute its third level.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 522 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Comprehension 52. Briefly describe culture strength.

ANSWER: Culture strength refers to the degree of agreement among employees of an organization about the importance of specific values and ways of doing things. If widespread consensus exists, the culture is strong and cohesive; if little agreement exists, the culture is weak. The effect of a strong culture is not always a positive one. Sometimes a strong culture can encourage the wrong values and cause harm to the organization and its members. A strong culture can increase employee cohesion and commitment to the values, goals, and strategies of an organization, but companies sometimes have unethical values or values that are unhealthy for the organization because they don‘t fit the needs of the environment.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 527 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Comprehension 53. Why are selection and socialization important in shaping culture?

ANSWER: To maintain cultural values over time, leaders emphasize careful selection and socialization of new employees. Companies with strong, healthy cultures often have rigorous hiring practices. Once the right people are hired, the next step is socializing them into the culture.

Copyright Cengage Learning. Powered by Cognero.

Page 378

Socialization is the process by which a person learns the values, norms, perspectives, and expected behaviors that enable him or her to successfully participate in a group or an organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 533 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Comprehension 54. Describe organizational values. Mention two specific dimensions along which organizational cultures can be assessed.

ANSWER: Organizational values are the enduring beliefs that have worth, merit, and importance for an organization. Two specific dimensions along which organizational cultures can be assessed are: (1) the extent to which the competitive environment requires flexibility or stability, and (2) the extent to which an organization's strategic focus and strength is internal or external.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 533 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Comprehension 55. Briefly describe how responsive cultures are different from resistant cultures.

ANSWER: Refer to Exhibit 14.2. In responsive cultures, leaders are concerned with customers and with people, processes, and procedures within an organization that bring about useful change. In resistant cultures, leaders are concerned with themselves or their own special projects, and their values tend to discourage risk taking and change.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 527 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance Copyright Cengage Learning. Powered by Cognero.

Page 379

KEYWORDS:

Bloom's: Analysis

56. Discuss how cultural leaders influence corporate culture.

ANSWER: A cultural leader defines and uses signals and symbols to influence corporate culture.

Cultural leaders influence culture in two key areas: 37. The cultural leader articulates a vision for the organizational culture that employees can believe in. The leader defines and communicates central values that employees believe in and will rally around. Values are tied to a clear and compelling mission, or core purpose.

38. The cultural leader heeds the day-to-day activities that reinforce the cultural vision.

The leader makes sure that work procedures and reward systems match and reinforce the values.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 533 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Analysis 57. Describe the factors that affect a leader's values-based leadership.

ANSWER: Answers will vary. Students should include how leaders are affected by ?personal beliefs, personality characteristics, and behavior traits, which they bring to the job. Family backgrounds and spiritual beliefs often provide principles and values that affect how they conduct business.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 541 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Comprehension 58. Why is spiritual leadership important today?

ANSWER: Answers will vary. Refer to Exhibit 14.5. Spiritual leadership behaviors enable employees to have a sense of calling that provides deeper life meaning through work. Spiritual leadership also provides a sense of membership through a work community in which one feels understood and appreciated. The outcome for the organization is improved commitment and productivity.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

Page 380

DIFFICULTY: Moderate REFERENCES: pp. 541 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Analysis 59. Allowing workers to dress casually only on Fridays is an example of a(n): a. expressed value. b. artifact. c. underlying assumption. d. deep belief.

ANSWER: b RATIONALE: At the surface level of corporate culture are visible artifacts such as manner of dress, patterns of behavior, physical symbols, organizational ceremonies, and office layout—all the things one can see, hear, and observe by watching members of the organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 522 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-1 - Explain why shaping culture is a vital function of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Organizational Culture KEYWORDS: Bloom's: Knowledge 60. Eve is worried about her company. Although technology is advancing quickly, the products in development at her company use what she calls ―old‖ technology and the company's leaders call ―trusted‖ technology. Sure, old technology may have fewer problems during development, but it may be too old to sell when the products are ready for the market.

Eve is the only one concerned. Her boss and all of the company's leaders support the decision to use established methods and technology. The company's culture is: a. weak. b. responsive. c. high performance. d. resistant.

ANSWER: d RATIONALE: Refer to Exhibit 14.2. In resistant cultures, leaders are concerned with themselves or their own special projects, and their values tend to discourage risk taking and change.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 527 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

Page 381

HAS VARIABLES: False LEARNING OBJECTIVES: 14-2 - Describe the characteristics of a healthy culture, as opposed to a toxic culture, and how to establish a high-performance culture.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Culture Strength and Performance KEYWORDS: Bloom's: Application 61. To encourage members of the marketing team to be alert for any marketing opportunity, Riff frequently tells them about the time he gave a new store jacket to a local celebrity after her own jacket was torn. For the rest of the day, the celebrity wore the jacket, which prominently displayed the store's name. This is an example of a: a. story. b. symbol. c. ceremony. d. daily action.

ANSWER: a RATIONALE: A story is a narrative based on true events that is repeated frequently and shared among employees.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 537 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-3 - Explain how leaders can shape culture and values through ceremonies, stories, symbols, slogans, selection and socialization, and daily actions.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Cultural Leadership KEYWORDS: Bloom's: Application 62. When Vince was interviewed for a new position, the interviewer described the company as fostering an involvement culture. Which characteristic can Vince expect to see at the company if he is hired? a. Competitiveness b. Cooperation c. Obedience d. Creativity ANSWER: b RATIONALE: Companies with the involvement corporate culture are generally friendly places to work, and employees may seem almost like a family. Leaders emphasize cooperation, consideration of both employees and customers, and avoiding status differences. Leaders put a premium on fairness and reaching agreement with others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 537 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-4 - Identify the cultural values associated with adaptability, achievement, involvement, Copyright Cengage Learning. Powered by Cognero.

Page 382

and consistency cultures and the environmental conditions associated with each.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: The Competing Values Approach to Culture Types KEYWORDS: Bloom's: Application 63. Annie enjoys restoring old homes. She treasures the beauty and attention to detail that she finds in old buildings. To help her, she hires artisans she works with regularly who share her value of: a. customer satisfaction. b. history. c. profit. d. self-sacrifice.

ANSWER: d RATIONALE: Employees learn about values from observing leaders. Values-based leaders generate a high level of trust and respect from employees based not just on stated values but on the courage, determination, and self-sacrifice they demonstrate in upholding those values.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 541 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14-5 - Describe the principles of workplace spirituality and spiritual leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Values-Based Leadership KEYWORDS: Bloom's: Application

1. Rapidly changing technologies, globalization, and changing markets are some of the environmental forces creating a greater need for change leadership within organizations. a. True b. False ANSWER: True RATIONALE: Some environmental forces, such as rapidly changing technologies, shifting social attitudes, globalization, increasing government regulation, changing markets, the growth of e-business, and the swift spread of information via the internet, are creating a greater need for change leadership within organizations.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 558 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-1 - Describe the environmental forces creating a need for change in an organization and how leaders can serve as role models for change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Means Leading Change Copyright Cengage Learning. Powered by Cognero.

Page 383

KEYWORDS:

Bloom's: Knowledge

2. Successful change leaders believe employees can assume responsibility. a. True b. False ANSWER: True RATIONALE: Leaders who accomplish successful change projects believe in employees' capacity to assume responsibility.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 558 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-1 - Describe the environmental forces creating a need for change in an organization and how leaders can serve as role models for change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Means Leading Change KEYWORDS: Bloom's: Knowledge 3. According to the eight-stage model of planned organizational change, leaders communicate the urgency for change in a way that provides people with facts and figures about such a change. a. True b. False ANSWER: False RATIONALE: According to the eight-stage model of planned organizational change, leaders communicate the urgency for change in a way that touches people‘s emotions—in other words, they help people feel the need for change rather than just giving them facts and figures.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 562 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-2 - Summarize the eight-stage model of planned change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: A Framework for Change KEYWORDS: Bloom's: Comprehension 4. One shortcoming of appreciative inquiry is that it does not engage people from outside an organization, such as customers or clients, partners, and other stakeholders, in a change process. a. True b. False ANSWER: False RATIONALE: Appreciative inquiry can accelerate large-scale organizational change by positively engaging a large group of people in the change process, including leaders and employees, as well as people from outside an organization, such as customers or clients, partners, and other Copyright Cengage Learning. Powered by Cognero.

Page 384

stakeholders.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 564 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Comprehension 5. The destiny stage of appreciative inquiry is about imagining ―what could be‖ and creating a shared vision of the best possible future, grounded in the reality of what already exists. a. True b. False ANSWER: False RATIONALE: The dream stage of appreciative inquiry is about imagining ―what could be‖ and creating a shared vision of the best possible future, grounded in the reality of what already exists.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 564 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Analysis 6. Creativity itself is an outcome rather than a process, a destination rather than a journey. a. True b. False ANSWER: False RATIONALE: Creativity is the generation of ideas that are both novel and useful for improving efficiency or effectiveness of an organization. Creativity is a process rather than an outcome, a journey rather than a destination.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

Copyright Cengage Learning. Powered by Cognero.

Page 385

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Analytic - Technology United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence Leading Creativity for Change Bloom's: Comprehension

7. Brainstorming sessions allow group members to immediately evaluate each other‘s ideas so that bad ideas can be eliminated without wasting time. a. True b. False ANSWER: False RATIONALE: One key to effective brainstorming is that group members should not criticize or evaluate ideas in any way during the spontaneous generation of ideas. All ideas are considered valuable.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 568 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 8. Lateral thinking appears to solve a problem by an unorthodox or apparently illogical method. a. True b. False ANSWER: True RATIONALE: Lateral thinking appears to solve a problem by an unorthodox or apparently illogical method.

Lateral thinking makes an unusual mental connection that is concerned with possibilities and ―what might be.‖ POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 9. To help someone change means first denying emotions associated with endings and losses and trying to talk people out of feeling them. a. True Copyright Cengage Learning. Powered by Cognero.

Page 386

b. False ANSWER: RATIONALE:

False To help someone change means first dealing with the emotions associated with endings and losses rather than denying those emotions or trying to talk people out of feeling them.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 577 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Comprehension 10. People's thinking and behavior can be changed using a positive emotional attractor that focuses on trying to ―fix‖ weaknesses or shortcomings. a. True b. False ANSWER: False RATIONALE: A positive emotional attractor awakens an individual's hopes and dreams about the future, about possibilities of what could be, rather than focusing on trying to "fix" weaknesses or shortcomings.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 577 QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Knowledge 11. Which force drives the need for organizational change leadership? a. Nationalization b. Reduced regulations c. Political affiliations d. Technological advances ANSWER: d RATIONALE: Refer to Exhibit 15.1. Forces driving the need for organizational change leadership include technological advances, globalization, social media and the information revolution, economic turbulence, shifting social attitudes, changing market forces, e-business and mobile commerce, and increasing regulation.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

Page 387

REFERENCES: p. 558 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-1 - Describe the environmental forces creating a need for change in an organization and how leaders can serve as role models for change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Means Leading Change KEYWORDS: Bloom's: Analysis 12. The management at GreatBiz Inc. wants to reduce the separation between management and workers. As part of the change initiative, it eliminates the rule about clocking in at a particular time every day. However, it is met with great resistance from the workers. In this case, which step should the management take? a. The management should declare bonuses for workers who agree to accept the change so that other workers who are resistant about the change may also be lured to accept it. b. The management should take legal actions against the workers who oppose the change or who instigate other workers to resist the change. c. The management should find ways to enable the workers to see the value in changes that are needed for the organization to succeed. d. The management should promise to fulfill all the demands of the workers and empower them to make important business decisions.

ANSWER: c RATIONALE: Leaders should be prepared for resistance and find ways to enable people to see the value in changes that are needed for an organization to succeed.

POINTS: 1 DIFFICULTY: Challenging REFERENCES: p. 558 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-1 - Describe the environmental forces creating a need for change in an organization and how leaders can serve as role models for change.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Means Leading Change KEYWORDS: Bloom's: Application 13. One characteristic of leaders who can accomplish successful change projects is that: a. they recognize and learn from their own mistakes. b. they engage themselves in philanthropic activities. c. they maintain the status quo. d. they advocate workplace spirituality programs.

ANSWER: a RATIONALE: One characteristic of leaders who can accomplish successful change projects is that they recognize and learn from their own mistakes. They also define themselves as change leaders rather than people who want to maintain the status quo.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 388

REFERENCES: pp. 558 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-1 - Describe the environmental forces creating a need for change in an organization and how leaders can serve as role models for change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Means Leading Change KEYWORDS: Bloom's: Analysis 14. According to the eight-stage model of planned organizational change, a change process includes: a. creating a stable environment. b. focusing on long-term goals rather than short-term accomplishments. c. communicating financial statements to an organization's stakeholders. d. building a strong coalition of people with a shared commitment.

ANSWER: d RATIONALE: According to the eight-stage model of planned organizational change, for successful change, leaders build a strong coalition of people with a shared commitment to the need for and possibility of change.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 562 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-2 - Summarize the eight-stage model of planned change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: A Framework for Change KEYWORDS: Bloom's: Analysis 15. According to the eight-stage model of planned organizational change, _____. a. a single leader can implement a major change alone b. a leader can communicate the urgency for change by providing people with required facts and figures c. short-term accomplishments hold trivial importance while considering a major change project d. unless people see positive results of their efforts, motivation can wane during a major change project ANSWER: d RATIONALE: According to the eight-stage model of planned organizational change, unless people see positive results of their efforts, energy and motivation can wane during a major change project. To keep the momentum going, leaders identify short-term accomplishments that people can recognize and celebrate.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-2 - Summarize the eight-stage model of planned change.

Copyright Cengage Learning. Powered by Cognero.

Page 389

NATIONAL STANDARDS: STATE STANDARDS: TOPICS: KEYWORDS:

United States - BUSPROG: Analytic - Technology United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence A Framework for Change Bloom's: Analysis

16. At HiTech Corp., the leaders' efforts to build a collaborative relationship were met with resistance from union leaders until bankruptcy forced them to work together. This example shows that leaders must: a. make changes stick. b. communicate the urgency for change. c. empower employees to act on the vision. d. communicate the vision and strategy.

ANSWER: b RATIONALE: This example shows that leaders must communicate the urgency for change. People must believe that change is really needed. Leaders communicate the urgency for change in a way that touches people's emotions—in other words, they help people feel the need for change rather than just giving them facts and figures.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 562 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-2 - Summarize the eight-stage model of planned change.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: A Framework for Change KEYWORDS: Bloom's: Application 17. Appreciative inquiry can be applied: a. only to large organizations. b. either on a large or small scale. c. to individual leaders on a small scale. d. only to for-profit organizations.

ANSWER: b RATIONALE: Appreciative inquiry (AI) engages individuals, teams, or the entire organization in creating change by reinforcing positive messages and focusing on learning from success. AI can be applied on either a large or small scale.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry Copyright Cengage Learning. Powered by Cognero.

Page 390

KEYWORDS:

Bloom's: Knowledge

18. Appreciative inquiry engages individuals, teams, or the entire organization in creating change by: a. reinforcing positive messages and focusing on learning from success. b. implementing new systems and procedure to facilitate the change. c. focusing on short-term accomplishments that people recognize. d. creating a results-oriented and aggressive organizational culture.

ANSWER: a RATIONALE: Appreciative inquiry engages individuals, teams, or the entire organization in creating change by reinforcing positive messages and focusing on learning from success.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Knowledge 19. In the _____ stage of appreciative inquiry process, people identify ―the best of what exists‖—an organization‘s key strengths and best practices. a. dream b. discovery c. destiny d. design ANSWER: b RATIONALE: In the discovery stage of the appreciative inquiry process, people identify ―the best of what exists‖—an organization‘s key strengths and best practices. This stage is about discovering the unique qualities of a group that have contributed to success.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Analysis 20. During the _____ stage of the appreciative inquiry process, people are asked to narrate stories that identify the best of their experiences with an organization. a. discovery Copyright Cengage Learning. Powered by Cognero.

Page 391

b. dream c. design d. destiny ANSWER: RATIONALE:

a In the discovery stage of the appreciative inquiry process, leaders interview people, asking them to tell stories that identify the best of their experiences with the organization. This stage is about discovering the unique qualities of the group that have contributed to success.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Analysis 21. The dream stage of the appreciative inquiry process involves: a. translating the ideas identified in the previous stages into concrete action steps. b. formulating action plans for transforming dreams into reality. c. interviewing people and asking them to tell stories that identify the best of their experiences with an organization. d. creating a shared vision of the best possible future, grounded in the reality of what already exists.

ANSWER: d RATIONALE: The dream stage of the appreciative inquiry process is about imagining ―what could be‖ and creating a shared vision of the best possible future, grounded in the reality of what already exists.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Analysis 22. The final stage of appreciative inquiry is _____ by translating the ideas identified in the previous stages into concrete action steps. a. creating a destiny b. creating a vision c. redesigning an organization d. discovering organizational strengths Copyright Cengage Learning. Powered by Cognero.

Page 392

ANSWER: RATIONALE:

a The final stage of appreciative inquiry (AI) is creating a destiny by translating the ideas identified in the previous stages into concrete action steps. This involves both celebrating the best of what exists and pushing forward to realize the dream by creating specific programs, activities, and other tangible forces that will implement the design and ensure the continuation of change begun during the AI process.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Analysis 23. A key to effective brainstorming is: a. evaluating ideas during spontaneous idea generation. b. generating as many ideas as possible. c. setting practical limits, such as cost and location, on the ideas. d. dividing ideas into smaller units.

ANSWER: b RATIONALE: One key to effective brainstorming is expressing any idea that comes to mind, no matter how weird or fanciful. Brainstormers should not be timid about expressing creative thinking.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 24. Lateral thinking: a. solves a problem by orthodox and logical methods. b. stagnates creativity. c. is concerned with certainties and ―what ought to be.‖ d. moves people ―sideways‖ to try different perceptions.

ANSWER: d RATIONALE: Lateral thinking can be defined as a set of systematic techniques used for changing mental concepts and perceptions and generating new ones. With lateral thinking, people move ―sideways‖ to try different perceptions, different concepts, and different points of entry to Copyright Cengage Learning. Powered by Cognero.

Page 393

gain a novel solution. Lateral thinking appears to solve a problem by an unorthodox or apparently illogical method.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 25. _____ uses a round-robin format to get people from different areas of an organization talking together, generating creative ideas, and identifying areas for potential collaboration. a. Speedstorming b. Brainstorming c. Idea incubation d. Idea championship ANSWER: a RATIONALE: Speedstorming, as the name suggests, was inspired by the phenomenon of speed-dating. It uses a round-robin format to get people from different areas of an organization talking together, generating creative ideas, and identifying areas for potential collaboration.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principle - DISC: Leadership Principles TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 26. Employees resist change because: a. it violates creative intuition. b. it violates the relationship between employees and an organization. c. it involves a lengthy process which can takes years to implement. d. it provides full information about future events.

ANSWER: b RATIONALE: The underlying reason why employees resist change is that it violates the personal compact between workers and the organization. Personal compacts are the reciprocal obligations and commitments that define the relationship between employees and organizations.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

Page 394

REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Analysis 27. Electronic brainstorming generates more ideas than regular brainstorming groups because: a. people can evaluate ideas of other group members. b. the size of the group is generally large. c. more talented people can participate. d. people participate anonymously.

ANSWER: d RATIONALE: Studies show that electronic brainstorming generates about 40 percent more ideas than individuals brainstorming alone, and 25 percent to 200 percent more ideas than regular brainstorming groups, depending on group size. Primarily because people participate anonymously, the sky‘s the limit in terms of what they feel free to say.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Analysis 28. One approach to immersion is to: a. think outside the box. b. focus on the internal aspects of a situation or problem. c. hold a single perspective toward a product or process. d. prohibit unusual manipulation of product or process components.

ANSWER: b RATIONALE: One approach to immersion is to focus on the internal aspects of a situation or problem.

People can take a product, situation, or process and break it down into component parts.

Manipulating the components in unusual ways can create a valuable new idea.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for Copyright Cengage Learning. Powered by Cognero.

Page 395

innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 29. Idea champions: a. facilitate brainstorming sessions held in organizations. b. provide a safe harbor where ideas from people throughout an organization can be developed. c. use electronic brainstorming. d. fight to overcome natural resistance and convince others of the value of an idea.

ANSWER: d RATIONALE: Idea champions passionately believe in an idea and fight to overcome natural resistance and convince others of its value. Personal energy and effort are needed to successfully promote a new idea.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 30. Personal compacts: a. are the reciprocal obligations and commitments that define the relationship between employees and organizations. b. represent the second stage of creativity. c. do not incorporate elements such as mutual trust and dependence, as well as shared values. d. occur during a mental pause, a period of mixed tension and relaxation.

ANSWER: a RATIONALE: Personal compacts are the reciprocal obligations and commitments that define the relationship between employees and organizations. Personal compacts incorporate elements such as mutual trust and dependence, as well as shared values.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 577 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change Copyright Cengage Learning. Powered by Cognero.

Page 396

KEYWORDS:

Bloom's: Analysis

31. A safe harbor where ideas from employees can be developed without interference from company bureaucracy or politics is called a(n): a. idea champion. b. idea incubator. c. open culture. d. change agent.

ANSWER: b RATIONALE: An idea incubator provides a safe harbor where ideas from people throughout an organization can be developed without interference from company bureaucracy or politics.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 32. _____ is the generation of ideas that are both novel and useful for improving the efficiency or effectiveness of an organization. a. Investigation b. Analysis c. Experimentation d. Creativity ANSWER: d RATIONALE: Creativity is the generation of ideas that are both novel and useful for improving the efficiency or effectiveness of an organization. Creative people come up with ideas that may meet perceived needs, solve problems, or respond to opportunities, and are therefore adopted by the organization.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 33. As part of the brainstorming process, freewheeling involves: Copyright Cengage Learning. Powered by Cognero.

Page 397

a. evaluating ideas of group members freely during spontaneous idea generation. b. expressing any idea that comes to mind, no matter how weird or fanciful. c. providing freedom to generate as many ideas as possible. d. bringing people together in an interactive group over a computer network.

ANSWER: b RATIONALE: One key to effective brainstorming is welcoming freewheeling, which involves people expressing any idea that comes to mind, no matter how weird or fanciful.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 34. _____ is a set of systematic techniques for changing mental concepts and perceptions and generating new ones. a. Lateral thinking b. Idea incubation c. Brainstorming d. Idea championship ANSWER: a RATIONALE: Lateral thinking can be defined as a set of systematic techniques used for changing mental concepts and perceptions and generating new ones. With lateral thinking, people move ―sideways‖ to try different perceptions, different concepts, and different points of entry to gain a novel solution.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 35. Crescent Corp., a company manufacturing electronic appliances, sends teams of six people to live together for eight weeks and use the company‘s products for household chores such as cooking, washing, laundry, and cleaning. This enables the team members to test their products in realistic settings and generate ideas on how to improve them. This is an example of: a. downsizing. b. appreciative inquiry.

Copyright Cengage Learning. Powered by Cognero.

Page 398

c. brainstorming. d. referent power.

ANSWER: RATIONALE:

c This is an example of brainstorming. Some companies practice an extreme type of brainstorming, based on the popularity of television reality shows, that puts people together for an extended time period to come up with ideas.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Application 36. To encourage change and innovation, organizations: a. reject quick wins in favor of long-term benefits. b. avoid the use of lateral thinking. c. encourage employee resistance. d. strive to hire people who display creative characteristics.

ANSWER: d RATIONALE: Many organizations that want to encourage change and innovation strive to hire people who display creative characteristics. Leaders can help individuals be more creative by facilitating brainstorming, promoting lateral thinking, enabling immersion, allowing pauses, and nurturing creative intuition.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 37. To build a culture that encourages _____, leaders encourage the creative spirit of all employees by promoting cultural values of curiosity, openness, exploration, and informed risk-taking. a. organizational justice b. appreciative inquiry c. technological innovation d. corporate entrepreneurship ANSWER: d Copyright Cengage Learning. Powered by Cognero.

Page 399

RATIONALE:

To build a culture that encourages corporate entrepreneurship, leaders encourage the creative spirit of all employees by promoting cultural values of curiosity, openness, exploration, and informed risk-taking.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 569 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Analysis 38. A(n) _____ awakens an individual‘s hopes and dreams about the future, about possibilities of what could be, rather than focusing on trying to ―fix‖ weaknesses or shortcomings. a. intuitive thinking process b. personal compact c. after-action review d. positive emotional attractor ANSWER: d RATIONALE: A positive emotional attractor awakens an individual‘s hopes and dreams about the future, about possibilities of what could be, rather than focusing on trying to ―fix‖ weaknesses or shortcomings.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 577 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Knowledge 39. The manager at Seasons Hotel wanted to change the incentive system to offer bonuses tied to the hotel‘s financial performance, but the employees refused to comply. This example shows that the manager: a. violated employees‘ personal compact. b. used ethical leadership. c. applied the appreciative inquiry approach. d. used expert power to implement changes.

ANSWER: a RATIONALE: This example shows that the manager at Seasons Hotel violated employees‘ personal compact. The underlying reason why employees resist change is that it violates the personal compact between workers and an organization. Personal compacts are the reciprocal obligations and commitments that define the relationship between employees and Copyright Cengage Learning. Powered by Cognero.

Page 400

organizations.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 577 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Promotion - BUSPROG: Analytic STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Application 40. Changing people‘s thinking and behavior is possible by: a. establishing organizational hierarchies. b. furnishing people with necessary facts and figures about a change project. c. focusing on trying to fix people's weaknesses and shortcomings. d. helping people establish new, emotional relationships that provide hope.

ANSWER: d RATIONALE: Changing people‘s thinking and behavior is possible, and the keys to doing so incorporate five elements: a positive emotional attractor, supportive relationships, repetition of new behaviors, participation and involvement, and after-action reviews. Leaders help people establish new, emotional relationships that provide hope, make people believe they have the power to change, and inspire them with the expectation that change will happen.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 577 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Comprehension 41. _____ is a technique for leading change that engages individuals, teams, or an entire organization by reinforcing positive messages and focusing on learning from success.

ANSWER: Appreciative inquiry RATIONALE: Appreciative inquiry is a technique for leading change that engages individuals, teams, or an entire organization in creating change by reinforcing positive messages and focusing on learning from success. It can accelerate large-scale organizational change by positively engaging a large group of people in the change process.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing Copyright Cengage Learning. Powered by Cognero.

Page 401

on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Knowledge 42. During the _____ stage of appreciative inquiry, the unique qualities of a group that have contributed to an organization's success are identified.

ANSWER: discovery RATIONALE: In the discovery stage of appreciative inquiry, people identify ―the best of what exists‖—an organization's key strengths and best practices. This stage is about discovering the unique qualities of the group that have contributed to success.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Knowledge 43. The _____ stage of the appreciative inquiry (AI) process is about imagining ―what could be‖ and creating a shared vision of the best possible future, grounded in the reality of what already exists.

ANSWER: dream RATIONALE: The dream stage of AI is about imagining ―what could be‖ and creating a shared vision of the best possible future, grounded in the reality of what already exists. By allowing people to express their dreams for the future, AI inspires hope and energy for change.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 564 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Knowledge 44. During the _____ stage of appreciative inquiry, action plans for transforming dreams into reality are formulated.

ANSWER: design RATIONALE: The design stage of appreciative inquiry formulates action plans for transforming dreams into reality. This involves people making decisions about what an organization needs to do in order to be what it wants to be.

Copyright Cengage Learning. Powered by Cognero.

Page 402

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Analysis 45. _____ are people who passionately believe in a new idea and fight to overcome natural resistance and convince others of its value.

ANSWER: Idea champions RATIONALE: Idea champions passionately believe in an idea and fight to overcome natural resistance and convince others of its value. Change does not happen by itself. Personal energy and effort are needed to successfully promote a new idea.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 569 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 46. _____ is a technique to encourage creativity that uses a face-to-face, interactive group to spontaneously suggest a broad range of creative ideas to solve a problem.

ANSWER: Brainstorming RATIONALE: Brainstorming is a technique to encourage creativity that uses a face-to-face, interactive group to spontaneously suggest a broad range of creative ideas to solve a problem. The keys to effective brainstorming are avoiding criticism, expressing any idea that comes to mind, and generating as many ideas as possible.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change Copyright Cengage Learning. Powered by Cognero.

Page 403

KEYWORDS:

Bloom's: Knowledge

47. _____ is a set of systematic techniques for breaking away from customary mental concepts and generating new ones.

ANSWER: Lateral thinking RATIONALE: Lateral thinking is a set of systematic techniques for breaking away from customary mental concepts and generating new ones. It appears to solve a problem by an unorthodox or apparently illogical method.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 569 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 48. _____ means to go deeply into a single area or topic to spark personal creativity, which has been called thinking ―inside the box.‖ ANSWER: Immersion RATIONALE: Immersion means to go deeply into a single area or topic to spark personal creativity, which has been called thinking ―inside the box.‖ One approach to immersion is to focus on the internal aspects of a situation or problem.

POINTS: 1 DIFFICULTY: Easy REFERENCES: pp. 569 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Knowledge 49. _____ are the reciprocal obligations and commitments that define the relationship between employees and organizations.

ANSWER: Personal compacts RATIONALE: Personal compacts are the reciprocal obligations and commitments that define the relationship between employees and organizations. They include job tasks, performance requirements, evaluation procedures, and compensation packages.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 577 QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

Page 404

HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Knowledge 50. _____ are quick sessions during which leaders evaluate the outcome of change activities to see what worked, what didn‘t, and what can be learned from it.

ANSWER: After-action reviews RATIONALE: An excellent mechanism for evaluation and feedback of a change is the after-action review.

After-action reviews are quick sessions during which leaders review the outcome of change activities to see what worked, what didn‘t, and what can be learned from it.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 577 QUESTION TYPE: Completion HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Knowledge 51. Describe the seven key characteristics of leaders who accomplish successful change projects.

ANSWER: Following are the seven key characteristics of leaders who accomplish successful change projects: 39. They define themselves as change leaders rather than people who want to maintain the status quo.

40. They demonstrate courage.

41. They believe in employees‘ capacity to assume responsibility.

42. They are able to assimilate and articulate values that promote adaptability.

43. They recognize and learn from their own mistakes.

44. They are capable of managing complexity, uncertainty, and ambiguity.

45. They have a vision for the future and can describe it in vivid terms.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 577 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 15-1 - Describe the environmental forces creating a need for change in an organization and how leaders can serve as role models for change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Means Leading Change KEYWORDS: Bloom's: Analysis Copyright Cengage Learning. Powered by Cognero.

Page 405

52. According to the eight-stage model of planned organizational change, why is it important for leaders to have the right people on board?

ANSWER: Considering the complexities of change, no single person can implement a change, especially a major one, alone. For successful change, leaders build a strong coalition of people with a shared commitment to the need for and possibility of change. They include people with enough power to make sure the change happens, as well as people who can make the change more acceptable to end users.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 562 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 15-2 - Summarize the eight-stage model of planned change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: A Framework for Change KEYWORDS: Bloom's: Comprehension 53. According to the eight-stage model of planned organizational change, why is it important for leaders to achieve and celebrate quick wins?

ANSWER: According to the eight-stage model of planned organizational change, unless people see positive results of their efforts, energy and motivation can wane during a major change project. To keep the momentum going, leaders identify short-term accomplishments that people can recognize and celebrate. A highly visible and successful short-term accomplishment boosts the credibility of a change process and renews everyone's enthusiasm and commitment.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 564 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 15-2 - Summarize the eight-stage model of planned change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: A Framework for Change KEYWORDS: Bloom's: Analysis 54. Explain the destiny stage of appreciative inquiry.

ANSWER: The final stage of the appreciative inquiry (AI) process is creating a destiny by translating the ideas identified in the discovery, dream, and design stages into concrete action steps. This involves both celebrating the best of what exists and pushing forward to realize the dream by creating specific programs, activities, and other tangible forces that will implement the design and ensure the continuation of change begun during the AI process.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 564 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 406

LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Analysis 55. Discuss electronic brainstorming.

ANSWER: Electronic brainstorming, or brainwriting, brings people together in an interactive group over a computer network. People can submit ideas as well as read and extend others‘ ideas.

Studies show that electronic brainstorming generates about 40 percent more ideas than individual brainstorming alone, and 25 percent to 200 percent more ideas than regular brainstorming groups, depending on group size. Primarily because people participate anonymously, the sky‘s the limit in terms of what they feel free to say. Creativity also increases because people can transcribe their ideas immediately, avoiding the possibility that a good idea might slip away while the person is waiting for a chance to speak in a face-toface group.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 56. How can leaders foster a creative culture in organizations?

ANSWER: For creative acts that benefit the organization to occur consistently, the interests and actions of everyone should be aligned with the organization's purpose, vision, and goals, and leaders should make a commitment of time, energy, and resources to support creativity. One popular approach is to provide an idea incubator. An idea incubator provides a safe harbor where ideas from people throughout the organization can be developed without interference from company bureaucracy or politics.

To build a culture that encourages corporate entrepreneurship, leaders encourage the creative spirit of all employees by promoting cultural values of curiosity, openness, exploration, and informed risk-taking. One important outcome of entrepreneurship is to facilitate idea champions. Idea champions are people who passionately believe in an idea and fight to overcome natural resistance and convince others of its value.

POINTS: DIFFICULTY: REFERENCES:

A creative culture is an open culture that encourages people to look everywhere for new ideas. Leaders promote openness by rotating people into different jobs, allowing them time off to participate in volunteer activities, and giving them opportunities to mix with people different from themselves.

1 Moderate p. 569

Copyright Cengage Learning. Powered by Cognero.

Page 407

QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 57. Explain the importance of allowing pauses for promoting creativity.

ANSWER: Answers will vary. Students should consider that creativity often occurs during a mental pause, a period of mixed tension and relaxation. Leaders can apply the idea of mental pauses by allowing people to have quiet spaces when they need them. Simply breaking up a group session and telling people to take a walk or work on something simple and repetitive for a while can kick-start the creative process.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 569 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Comprehension 58. Discuss the five key elements that can be incorporated to change people's thinking and behavior in organizations.

ANSWER: The keys to changing people's thinking and behavior incorporate the following five elements: 14. 1. Provide a positive emotional attractor. A positive emotional attractor awakens a person's hopes and dreams about the future, about possibilities of what could be, rather than focusing on trying to ―fix‖ weaknesses or shortcomings.

15. Make sure people have a support system. Leaders let people establish new, emotional relationships that provide hope, make people believe they have the power to change, and inspire people with the expectation that change will happen.

16. Use repetition. People need the opportunity to experiment and practice the new skills and habits over and over until the new pattern of behavior becomes automatic.

17. Involve people early. When people are involved in helping to design change, they will be more committed to it. Although this approach is time-consuming, it pays off by giving people a sense of control over the change activity. They come to understand the change better and become committed to its successful implementation.

18. Apply after-action reviews. After-action reviews are quick sessions during which leaders review the outcome of change activities to see what worked, what didn't, and what can be learned from it.

Copyright Cengage Learning. Powered by Cognero.

Page 408

POINTS: 1 DIFFICULTY: Moderate REFERENCES: pp. 577 QUESTION TYPE: Essay HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Analysis 59. Antonia is a surgeon at City Hospital. To help patients with a specific condition, she needs the hospital to purchase a new piece of expensive equipment and train the staff in its use. Which of the following forces have made Antonia a change leader? a. E-business b. Social media c. Technological advances d. Shifting social attitudes ANSWER: c RATIONALE: Refer to Exhibit 15.1. Forces driving the need for organizational change leadership include technological advances, globalization, social media and the information revolution, economic turbulence, shifting social attitudes, changing market forces, e-business and mobile commerce, and increasing regulation. In this situation, technological advances have created better equipment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 558 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-1 - Describe the environmental forces creating a need for change in an organization and how leaders can serve as role models for change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leadership Means Leading Change KEYWORDS: Bloom's: Application 60. According to the eight-stage model of planned organizational change, leaders should: a. avoid making big changes at once. b. take advantage of a crisis. c. depend on employees to solve any problems. d. stop after achieving a small success.

ANSWER: b RATIONALE: People have to believe that change is really needed. Leaders communicate the urgency for change in a way that touches people‘s emotions—in other words, they help people feel the need for change rather than just giving them facts and figures. Consider Peter Löscher, the first outsider ever hired as CEO of Siemens, who says ‗‗never miss the opportunities that come from a good crisis.‘‘ Löscher, who has now left Siemens, stepped in at a very difficult Copyright Cengage Learning. Powered by Cognero.

Page 409

time, with the company facing bribery charges, and he needed to make massive changes in structure and culture. He spent his first 100 days traveling around the world talking with employees about how the bribery scandal had tarnished Siemens‘s proud heritage.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 562 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-2 - Summarize the eight-stage model of planned change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: A Framework for Change KEYWORDS: Bloom's: Analysis 61. Which phase of the appreciative inquiry (AI) process includes translating ideas into concrete action steps? a. Destiny b. Discovery c. Design d. Dream ANSWER: a RATIONALE: The final stage of AI is creating a destiny by translating the ideas identified in the previous stages into concrete action steps. This involves both celebrating the best of what exists and pushing forward to realize the dream by creating specific programs, activities, and other tangible forces that will implement the design and ensure the continuation of change begun during the AI process.

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-3 - Describe how appreciative inquiry can engage people in creating change by focusing on the positive and learning from success.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Using Appreciative Inquiry KEYWORDS: Bloom's: Analysis 62. They were stuck. No one could think of a way to reduce costs enough to make the project worth the time it would take to complete. Jerry stood up and suggested, ―Let's take a break for lunch. Everybody meet back here in two hours with a new idea.‖ This is an example of: a. speedstorming. b. immersion. c. lateral thinking. d. pausing.

ANSWER: d RATIONALE: Some of the best ideas often occur when people take time off from working on a problem and change what they are doing. Allowing pauses activates different parts of the brain.

Copyright Cengage Learning. Powered by Cognero.

Page 410

POINTS: 1 DIFFICULTY: Easy REFERENCES: p. 564 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-4 - Describe the five techniques for expanding your own and others‘ creativity for innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Leading Creativity for Change KEYWORDS: Bloom's: Application 63. Jossalyn hoped that several team members would volunteer to work at the company's booth at the trade show. She pointed out that meeting potential clients and increasing sales through contacts made at the trade show could create longterm success for those who work at the trade show and the company. This is an example of: a. providing a positive emotional attractor. b. providing a support system. c. using repetition. d. fixing weaknesses.

ANSWER: a RATIONALE: A positive emotional attractor awakens a person‘s hopes and dreams about the future, about possibilities of what could be, rather than focusing on trying to ―fix‖ weaknesses or shortcomings.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: p. 577 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15-5 - Explain the seven techniques to overcome resistance and help people change.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: Implementing Change KEYWORDS: Bloom's: Application

Copyright Cengage Learning. Powered by Cognero.

Page 411

This Page is Intentionally Left Blank

This Page is Intentionally Left Blank