TEST BANK for Leadership_Research Findings, Practice, and Skills 10th Edition by Andrew J. DuBrin

TEST BANK Leadership: Research Findings, Practice, and Skills 10th Edition by Andrew J. DuBrin

TABLE OF CONTENTS: 1. The Nature and Importance of Leadership.

2. Traits, Motives, and Characteristics of Leaders.

3. Charismatic and Transformational Leadership.

4. Leadership Behaviors, Attitudes, and Styles.

5. Contingency and Situational Leadership.

6. Leadership Ethics and Social Responsibility.

7. Power, Politics, and Leadership.

8. Influence Tactics of Leaders.

9. Developing Teamwork.

10. Motivation and Coaching Skills.

11. Creativity, Innovation, and Leadership.

12. Communication and Conflict Resolution Skills.

13. Strategic Leadership and Knowledge Management.

14. International and Culturally Diverse Aspects of Leadership.

15. Leadership, Development, and Succession.

Chapter 01: The Nature and Importance of Leadership 1. Leadership involves maintaining the status quo, not creating change. a. True b. False ANSWER: False RATIONALE: Leadership is reciprocal. The people involved in the relationship want substantive changes— leadership involves creating change, not maintaining the status quo.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the meaning of leadership, and how it differs from management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-1 The Meaning of Leadership KEYWORDS: Bloom’s: Knowledge 2. The qualities needed for effective leadership are the same as those needed to be an effective follower. a. True b. False ANSWER: True RATIONALE: Another way of framing the qualities of effective followers is to say that such followers display the personal characteristics and qualities of leaders.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-7 Followership: Bring an Effective Group Member KEYWORDS: Bloom’s: Comprehension 3. At present, social connectedness and mobility are the central aspects of every leader’s job. a. True b. False ANSWER: True RATIONALE: Social connectedness and mobility are becoming central aspects of every leader’s job.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the meaning of leadership, and how it differs from management.

NATIONAL STANDARDS: United States - BUSPROG: Moderate - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence

TOPICS: KEYWORDS:

1-1 The Meaning of Leadership Bloom’s: Knowledge

4. In a hyperconnected, networked age, competition becomes more important than collaboration. a. True b. False ANSWER: False RATIONALE: 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.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-1 - Explain the meaning of leadership, and how it differs from management.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-1 The Meaning of Leadership KEYWORDS: Bloom’s: Comprehension 5. A spokesperson is a leader who is high-ranking manager that spends some part of their time engaging in ceremonial activities. a. True b. False ANSWER: False RATIONALE: Figurehead. Leaders, particularly high-ranking managers, spend some part of their time engaging in ceremonial activities, or acting as a figurehead.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 Leadership Roles KEYWORDS: Bloom’s: Comprehension 6. An effective leader that takes time to motivate members and sometimes inspire large groups of people are called coaches or motivators. a. True b. False ANSWER: True RATIONALE: Coach and motivator. An effective leader takes the time to coach and motivate team members, and sometimes to inspire large groups of people inside the organization.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 Leadership Roles KEYWORDS: Bloom’s: Comprehension 7. A leader who facilitates inclusion and makes a deliberate effort to assume all team members, group members or other employees feel included and welcome is a team player. a. True b. False ANSWER: False RATIONALE: Inclusion facilitator. The leader who facilitates inclusion makes a deliberate effort to assume that all team members, group members, or other employees feel included and welcome within the organization POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 Leadership Roles KEYWORDS: Bloom’s: Knowledge 8. Top-level managers that develop strategy are entrepreneurs. a. True b. False ANSWER: False RATIONALE: Strategy developer. Top-level managers develop strategy, usually assisted by input from others throughout the organization.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-3 Leadership Roles KEYWORDS: Bloom’s: Comprehension 9. If you are able to accept and profit from vague, uncertain, or inconsistent information or situations you have a tolerating ambiguity ability. a. True b. False ANSWER: True

RATIONALE:

Tolerating ambiguity means being able to accept and profit from vague, uncertain, or inconsistent information or situations.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-3 Leadership Roles KEYWORDS: Bloom’s: Knowledge

10. Two satisfactions of being a leader is the prestige and high income. a. True b. False ANSWER: True RATIONALE: Prestige is forthcoming because many people think highly of people who are leaders.

Leaders, in general, receive higher pay than team members, and executive leaders in major business corporations typically earn several million dollars per year.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 The Satisfaction and Frustrations of Being a Leader KEYWORDS: Bloom’s: Knowledge 11. Once you become a leader, the opportunities for advancement decrease. a. True b. False ANSWER: False RATIONALE: Good opportunities for advancement. Once you become a leader, your advancement opportunities increase.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-4 The Satisfaction and Frustrations of Being a Leader KEYWORDS: Bloom’s: Knowledge 12. One dissatisfaction of being a leader is budgeting and authorizing expenses.

a. True b. False ANSWER: RATIONALE:

False An opportunity to control money and other resources. A leader is often in the position of helping to prepare a department budget and authorize expenses. Even though you cannot spend this money person- ally, knowing that your judgment on financial matters is trusted does provide some satisfaction POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Leadership Principles TOPICS: 1-4 The Satisfaction and Frustrations of Being a Leader KEYWORDS: Bloom’s: Knowledge

13. One dissatisfaction of being a leader is the number of human resources problems requiring action. a. True b. False ANSWER: True RATIONALE: Too many problems involving people. A major frustration facing a leader is the number of hu- man resource problems requiring action.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 The Satisfaction and Frustrations of Being a Leader KEYWORDS: Bloom’s: Comprehension 14. Job fatigue and burnout is a frustration many leaders face. a. True b. False ANSWER: True RATIONALE: Job fatigue and burnout as a result of the preceding nine problems. Leaders occupying highlevel positions face so many pressures that many of them experience fatigue and even burnout—in- tense fatigue and resentment caused by dealing with heavy stress over a prolonged period of time.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-4 The Satisfaction and Frustrations of Being a Leader KEYWORDS: Bloom’s: Knowledge 15. You cannot learn leadership skill simply by reading and studying a book. a. True b. False ANSWER: True RATIONALE: Although students of leadership will find this information encouraging, developing leadership skills is more complex and ambiguous than developing a structured skill such as inserting an additional memory card into a computer. Nevertheless, you can develop leadership skills by studying this textbook.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-6 - Cite how leadership skills can be developed.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-6 Skill Development in Leadership KEYWORDS: Bloom’s: Knowledge 16. A type of follower that is completely detached and passively supporting the status quo by not taking action to bring about changes is an isolated follower. a. True b. False ANSWER: True RATIONALE: Isolates are completely detached and passively support the status quo by not taking action to bring about changes.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-7 Followership: Being an Effective Group Member KEYWORDS: Bloom’s: Knowledge 17. Two essential qualities of being an effective follower are commitment and courage. a. True b. False ANSWER: True RATIONALE: Effective followers are committed to something beyond themselves, be it a cause, product, department, organization, the leader facilitates progress toward achieving a goal. Effective followers establish themselves as independent, critical thinkers, and fight for what they

believe is right.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: Analytic - Technology STATE STANDARDS: United States - AK - DISC: Motivation Concepts - DISC: Environmental Influence TOPICS: 1-7 Followership: Being an Effective Group Member KEYWORDS: Bloom’s: Knowledge 18. The defining aspect of leadership is that it includes the ability to a. communicate with people. b. delegate responsibility to others. c. maintain equilibrium in the organization. d. inspire people's confidence and gain their support.

ANSWER: d RATIONALE: The common characteristic of leaders is their ability to inspire and stimulate others to achieve worthwhile goals. Therefore, leadership can be defined as the ability to inspire confidence and support among the people who are needed to achieve organizational goals.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1.1 - Explain the meaning of leadership, and how it differs from management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meaning of Leadership KEYWORDS: Bloom's: Easy NOTES: Digital story: Engage 19. Gail T. Fairhurst and Mary Uhl-Bien explain that leadership is not a trait or behavior of an individual, but rather a. a phenomenon generated in the interactions among people acting in a given setting. b. the result of how well followers adhere to their assigned roles. c. an emergent property of the different strata within an organization. d. a learned skill that can be easily performed with a little practice.

ANSWER: a RATIONALE: A theoretical analysis by Fairhurst and Uhl-Bien explains that leadership is not a trait or behavior of an individual but rather a phenomenon generated in the interactions among people acting in a given setting. The social actions between and among people enable them to work together in meaningful ways to produce leadership outcomes. See “The Meaning of Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 1.1 - Explain the meaning of leadership, and how it differs from management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meaning of Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 20. Leadership can be practiced a. only in the executive suite. b. at any level in the organization. c. only by people whose job title includes “manager.” d. only when employees are performing below standard.

ANSWER: b RATIONALE: Leadership is not only found among people in high-level positions. Leadership is needed at all levels in an organization and can be practiced to some extent even by a person not assigned to a formal leadership position. See “The Meaning of Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1.1 - Explain the meaning of leadership, and how it differs from management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meaning of Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 21. According to an analysis of a group of studies, in terms of having an impact on company performance the leader was about as important as the a. building in which the company headquarters is located. b. decision to list a company on the stock exchange. c. company’s mission. d. price of the stock.

ANSWER: c RATIONALE: An observation about leadership making a difference is that small-business owners usually set the leadership tone for their organizations. A primary source of influence is that owners develop a mission or set of values by which they operate their company.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

22. Substitutes for leadership refers to a. financial incentives that encourage people to work independently. b. group members who are in charge when the leader is absent. c. factors in the work setting that may make leadership superfluous. d. extra compensation given to employees who are asked to supervise their own work.

ANSWER: c RATIONALE: Substitutes for leadership refers to factors in the work environment that provide guidance and incentives to perform, making the leader’s role almost superfluous.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 23. Intrinsically satisfying work can be a leadership substitute because such work a. is so self-motivating that the worker requires very little leadership. b. usually involves computer technology. c. is usually performed when the leader is away. d. lies outside the jurisdiction of leaders.

ANSWER: a RATIONALE: Employees who are engaged in work they find strongly self-motivating, or intrinsically satisfying, require a minimum of leadership. Part of the reason is that the task itself grabs the worker’s attention and energy.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 24. A Duke University survey about executive leadership found that CEOs can influence leadership, but only if a. employees are paid what they feel they deserve. b. employees feel that their work is intrinsically rewarding. c. creativity is fostered at every level of the organization. d. the leader is perceived to be responsible and inspirational.

ANSWER: RATIONALE:

d The Center on Leadership & Ethics at Duke University conducted a survey about executive leadership based on 205 executives from public and private companies. One of the issues explored was whether leadership actions can affect performance. It was concluded that they can indeed, but only if the leader is perceived to be responsible and inspirational.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

25. Which of the following is not an accepted substitute for leadership in the modern work environment? a. Strong professional norms b. Work that has heavy deadline pressure c. Work that is intrinsically satisfying d. Closely knit teams of highly trained individuals ANSWER: b RATIONALE: Closely knit teams of highly trained individuals, intrinsic satisfaction, and professional norms are the three primary substitutes for leadership in the modern work environment.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 26. A recommended approach for understanding the impact of leadership on performance is to ask: a. “Under what conditions do leaders make a difference?” b. “How well liked is the leader?” c. “What is the history of the firm?” d. “What company policies regulate leadership?”

ANSWER: a RATIONALE: A useful perspective on whether leadership makes a difference is to ask the right question as framed by J. Richard Hackman and Ruth Wageman. Instead of asking if leaders make a difference, we should be asking under what conditions leaders make a difference.

POINTS: 1 DIFFICULTY: Moderate

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 27. A company president attends a groundbreaking ceremony for a new children's hospital located near company headquarters. The president's role is best classified as that of a. figurehead. b. coach. c. team leader. d. spokesperson.

ANSWER: a RATIONALE: Four specific behaviors fit the figurehead role of a leader: entertaining clients or customers as an official representative of the organization, making oneself available to outsiders as a representative of the organization, serving as an official representative of the organization at gatherings outside the organization, and escorting official visitors.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Roles KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 28. An aspect of the coach and motivator role of the leader is to a. deal with outside groups. b. display loyalty to superiors. c. informally recognize team member achievements. d. bargain with superiors for funds, facilities, and equipment.

ANSWER: c RATIONALE: An effective leader takes the time to coach and motivate team members, and sometimes to inspire large groups of people inside the organization. This role includes five specific behaviors. One of them is informally recognizing team members’ achievements.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Leadership Roles Bloom's: Knowledge Digital story: Engage

29. Middle manager Sara is engaged in the team builder role when she a. negotiates for a larger budget for her team. b. represents her group at a company meeting. c. holds a meeting to talk about team accomplishments. d. helps the group solve a technical problem.

ANSWER: c RATIONALE: A key aspect of a leader’s role is to build an effective team. Activities contributing to team builder role include ensuring that team members are recognized for their accomplishments, initiating activities that contribute to group morale, and holding periodic staff meetings to encourage team members to talk about their accomplishments, problems, and concerns.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Roles KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 30. Marketing vice president Derek is engaged in the strategy developer role when he a. takes a key customer to lunch. b. coaches an account executive on how to close a major sale. c. makes plan for enlarging the office. d. looks for ideas in the outside world that could help the company.

ANSWER: d RATIONALE: Top-level managers engage in strategy development, usually assisted by input from others throughout the organization. Carrying out the strategic-planner role enables the manager to practice strategic leadership. The strategist role is concerned with shaping the future of the organization, or a unit within the larger organization.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Roles KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

31. A major source of satisfaction from being a leader is a. being able to avoid the long hours typically worked by team members. b. loads of overtime pay. c. the opportunity to sidestep organizational politics. d. a chance to help others grow and develop.

ANSWER: d RATIONALE: A leader works directly with people, often teaching them job skills, serving as a mentor, and listening to personal problems. Part of a leader’s job is to help other people become managers and leaders. A leader often feels as much of a people helper as does a human resource manager or a counselor.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Satisfactions and Frustrations of Being a Leader KEYWORDS: Bloom's: Connect NOTES: Digital story: Connect 32. A potential disadvantage of being a leader is a. losing contact with paperwork and email. b. isolation from problems involving people. c. having fewer people to confide in about work-related issues. d. being out of the loop in terms of company policies.

ANSWER: c RATIONALE: The higher you rise as a leader, the lonelier you will be in a certain sense. Leadership limits the number of people in whom you can confide.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Satisfactions and Frustrations of Being a Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 33. A major frustration facing leaders in the pursuit of conflicting goals is: a. controlling costs versus spending money. b. granting people the authority to act independently yet also getting them aligned. c. built-in conflicts between labor and management. d. motivating versus satisfying employees.

ANSWER: b

RATIONALE:

A major challenge facing leaders is to navigate among conflicting goals. The central theme of these dilemmas is attempting to grant others the authority to act independently, yet still getting them aligned or pulling together for a common purpose.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Satisfactions and Frustrations of Being a Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

34. In the basic framework for understanding leadership, group member characteristics and behavior are understood to be: a. defined by whether a group is intrinsically motivated by their work. b. attributes that could have a bearing on how effective the leadership attempt will be. c. the socioeconomic makeup of the employee pool. d. how employees deal with the external environment.

ANSWER: b RATIONALE: Group member characteristics refers to attributes of the group members that could have a bearing on how effective the leadership attempt will be. Intelligent and well-motivated group members, for example, help the leader do an outstanding job.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-5 - Describe a framework for understanding leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Framework for Understanding Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 35. Leadership effectiveness, as defined in the framework for understanding leadership, refers to the leader: a. being impressive enough to get promoted. b. attaining desirable outcomes such as productivity and satisfaction. c. creating an attractive vision. d. turning over decision-making responsibility to group members.

ANSWER: b RATIONALE: Leadership effectiveness refers to attaining desirable outcomes such as productivity, quality, and satisfaction in a given situation.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 1-5 - Describe a framework for understanding leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Framework for Understanding Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 36. Leadership takes into account factors related to the leader, the persons being led, and a. personality traits of leaders. b. context, or the internal and external environment. c. personal characteristics of group members. d. forces beyond the control of the leader.

ANSWER: b RATIONALE: Leadership does not exist in the abstract but takes into account factors related to the leader, the person or persons being led, and a variety of forces in the environment.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-5 - Describe a framework for understanding leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Framework for Understanding Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 37. A component of the general learning model applied to skill development in leadership is a. memorizing lists of great business leaders. b. making cross-comparisons of leadership theories. c. reading vision statements in annual reports. d. conceptual information supported by examples of leaders in action.

ANSWER: d RATIONALE: Developing leadership skills is more complex and ambiguous than developing a structured skill. A general learning model of skill development in leadership will include conceptual information demonstrated by examples and brief descriptions of leaders in action.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-6 - Cite how leadership skills can be developed.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Skill Development in Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

38. The terms isolates, activists, and diehards relate to the idea that followers differ in terms of level of a. intelligence and emotional maturity. b. engagement with the leader and the group. c. relevant job experience. d. job relevant skills.

ANSWER: b RATIONALE: Barbara Kellerman offers a typology that helps explain how followers differ from one another. She focuses on the defining factor of the level of engagement with the leader or group to arrive at five types of follower: isolates, bystanders, participants, activists, and diehards.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 39. Which the following is the least essential characteristic of an effective follower? a. Reliance on being managed or led by another person b. Commitment to something beyond oneself c. Building competence d. Independent and critical thinking ANSWER: a RATIONALE: As observed by Robert E. Kelley, effective followers share four essential qualities: selfmanagement, commitment, competence, and courage. Hence, reliance on being managed by another person is the least essential characteristic of an effective follower.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 40. An effective way for a leader to collaborate with group members is to a. make sure the group members get their yearly salary increases. b. make all the major decisions himself or herself. c. solicit input from the right group members. d. make the hierarchy as steep as possible.

ANSWER: RATIONALE:

c A key role for followers is to collaborate with leaders in achieving organizational goals.

When high-level leaders do not make all of the decisions but solicit input from knowledgeable group members, leaders and followers work together more closely.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 41. The modern organization is characterized by a. a reversal of roles between leaders and followers. b. an overthrow of authority by leaders. c. competition between leaders and followers. d. collaboration between leaders and followers.

ANSWER: d RATIONALE: An argument for leadership irrelevance is that in the modern organization effective leadership means widespread collaboration in obtaining ideas, rather than the heroic leader doing all the innovating.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 42. As observed by Robert E. Kelley, is an essential quality of effective followers. a. transparency b. skill utilization c. commitment d. charisma ANSWER: c RATIONALE: As observed by Robert E. Kelley, effective followers share four essential qualities: selfmanagement, commitment, competence and focus, and courage.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 43. Jane is part of the sales team at JudyFashions Inc. Even though she has not been given a designation as the team leader, most of the team members rely on Jane for her opinions and suggestions on various sales related queries. Judy can be classified as a(n) leader. a. isolate b. diehard c. participant d. emergent ANSWER: d RATIONALE: Emergent leaders are group members who significantly influence other group members even though they have not been assigned formal authority.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1.1 - Explain the meaning of leadership, and how it differs from management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meaning of Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 44. According to Nick Petrie, which of the following is a feature of the old paradigm of leadership? a. Leadership is proactive. b. Leadership resides in a single person or role. c. Leadership continually evolves. d. Leadership is a collective process.

ANSWER: b RATIONALE: According to Nick Petrie, “There is a transition occurring from the old paradigm in which leadership resided in a person or role, to a new one in which leadership is a collective process that is spread throughout networks of people.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1.1 - Explain the meaning of leadership, and how it differs from management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meaning of Leadership

KEYWORDS: NOTES:

Bloom's: Knowledge Digital story: Engage

45. An overview of research on managerial succession over a recent twenty-year period showed that: a. a consistent relationship was found between who is in charge and how well an organization performed. b. incompetent leadership can be counterbalanced by certain factors in the work situation. c. workers who incorporate strong professional norms often require a minimum of supervision and leadership. d. leadership roles are a subset of the managerial roles.

ANSWER: a RATIONALE: An overview of research on managerial succession over a recent twenty-year period provides more support for the idea that leadership has an impact on organizational performance. A consistent relationship was found between who is in charge and how well an organization performed as measured by a variety of indicators.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 46. Which of the following is a justification for leader irrelevance argument? a. Leaders have plenty of room to influence others despite several constraints. b. Factors within a leader’s control have a larger impact on business outcomes than do leadership actions. c. Centralized leadership is the most efficient form of running an organization. d. High-level leaders have unilateral control over only a few resources.

ANSWER: d RATIONALE: Factors outside the leader’s control have a larger impact on business outcomes than do leadership actions. One of the arguments is that high-level leaders have unilateral control over only a few resources.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 47. The key to being a good follower is to think for oneself and to work well without close supervision. This is referred to as . a. focus

b. self-management c. competence d. courage ANSWER: RATIONALE:

b The key to being a good follower is to think for oneself and to work well without close supervision. Effective group members see themselves as being as capable as their leaders.

This quality is known as self-management.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

48. Followers who are completely detached and passively support the status quo by not taking action to bring about changes are called . a. isolates b. participants c. activists d. diehards ANSWER: a RATIONALE: Barbara Kellerman offers a typology that helps explain how followers differ from one another. According to this typology, isolates are completely detached and passively support the status quo by not taking action to bring about changes.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Knowledge 49. As a category of followers, have an even stronger tendency to be whistleblowers than do activists. a. participants b. diehards c. isolates d. bystanders ANSWER: b RATIONALE: Diehards can be an asset or a liability to the leader. Diehards have an even stronger tendency to be whistleblowers than do activists.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 50. Zach is a team member who rarely offers inputs to his team leader. He follows orders passively and does not take an interest in his company's growth. As a follower, Zach is most likely a(n) . a. diehard b. activist c. bystander d. isolate ANSWER: d RATIONALE: Isolates are completely detached and passively support the status quo by not taking action to bring about changes. They do not care much about their leaders and just do their job without taking an interest in the overall organization. Zach's actions are indicative of those of an isolate.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 51. At a meeting, a(n) is more likely to focus on the refreshments and taking peeks at their personal text messages than focusing on the agenda. a. participant b. bystander c. activist d. diehard ANSWER: b RATIONALE: Bystanders are free riders who are typically detached when it fits their self-interests. At a meeting, a bystander is more likely to focus on the refreshments and taking peeks at his or her personal text messages.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 52. When Carlos, the manager of a coffee shop, speaks to customers in order to find out trends in their preferences and their changing requirements, he is performing the leadership role of a(n) . a. coach and motivator b. team builder c. entrepreneur d. team player ANSWER: c RATIONALE: Talking with customers or others in the organization to keep aware of changing needs and requirements, as Carlos is doing in this scenario, is one of the three entrepreneurial leadership role activities.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Roles KEYWORDS: Bloom's: Application 53. Kiev, the manager of an accounting department, helps his CFO in framing the financial policies of his company. In this scenario, Kiev is carrying out the leadership role of a(n) . a. strategy developer b. executor c. spokesperson d. figurehead ANSWER: a RATIONALE: The strategy developer role is concerned with shaping the future of the organization, or a unit within the larger organization. Specific activities involved in this role include helping develop organizational policies. When Kiev helps frame the financial policies, he is involved in the role of a strategy developer.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Leadership Roles Bloom's: Application Digital Story: Perform

54. When the workers in a workshop encounter operating difficulties or breakdowns while handling their machinery, they seek the help of Drew, their floor manager, to fix or repair the machinery. In this scenario, Drew is carrying out the leadership role of a(n) . a. executor b. figurehead c. team builder d. technical problem solver ANSWER: d RATIONALE: As a technical problem solver, supervisors and middle managers perform individual contributor tasks on a regular basis, such as making sales calls or repairing machinery.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Roles KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 55. An article argues that Edmonton Bank is unlikely to change its policies even though it recently appointed a new CEO. It notes that all the CEOs of Edmonton Bank are Caucasian males in their late forties who went to Ivy League schools.

This article's argument about leadership irrelevance is based on the idea that: a. the new CEO will act in a way similar to the previous CEOs. b. the new CEO has unilateral control over only a few resources. c. Edmonton Bank uses information technology for many of its supervisory functions. d. the new CEO is limited by obligations to Edmonton Bank's shareholders.

ANSWER: a RATIONALE: One aspect of leader irrelevance is that firms tend to choose new organizational leaders whose values are compatible with those of the firm. The leaders therefore act in ways similar to previous leaders.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform

56. Elaine, a project manager, often seeks feedback from her team members as well as her supervisors on how she is doing. Which method of skill development in leadership does Elaine use in this scenario? a. Practice in natural settings b. Feedback on skill utilization, or performance, from others c. Conceptual information demonstrated by examples and brief descriptions of leaders in action d. Experiential exercises ANSWER: b RATIONALE: Feedback on skill utilization, or performance, from others is one of the many ways in which leadership skills can be developed or improved.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-6 - Cite how leadership skills can be developed.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Skill Development in Leadership KEYWORDS: Bloom's: Analysis NOTES: Digital Story: Perform 57. During a team meeting, the team manager expresses disappointment in his team's productivity rate. Svetlana, a team member, speaks up and says that their current project is particularly taxing on the team members and they have not compromised on the quality of their work. Which quality of a good follower is Svetlana displaying in this scenario? a. Courage b. Competence c. Commitment d. Self-management ANSWER: a RATIONALE: Courage is an essential quality of effective followers. Effective followers establish themselves as independent, critical thinkers and fight for what they believe is right. When Svetlana speaks up about the reasons that affect productivity, she is demonstrating courage.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 1-7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 58. Samuel believes that his manager, Sally, does not play a significant role in his organization's performance. He feels that it is his own skills and interest in his job that affect his performance. Explain Samuel's argument against the importance of leadership and what Sally should do to demonstrate the various roles a leader carries out.

ANSWER: The antileadership argument holds that the impact of the leader on organizational outcomes is smaller than the impact of forces within the situation.

At times, as Samuel feel, competent leadership is not necessary, and incompetent leadership can be counterbalanced by certain factors in the work situation. Under these circumstances, leadership is of little consequence to the performance and satisfaction of team members.

According to this viewpoint, many organizations have substitutes for leadership. Such substitutes are factors in the work environment that provide guidance and incentives to perform, making the leader’s role almost superfluous.

1. Closely knit teams of highly trained individuals: When members of a cohesive, highly trained group are focused on a goal, they may require almost no leadership to accomplish their task.

2. Intrinsic satisfaction: Employees who are engaged in work they find strongly selfmotivating, or intrinsically satisfying, require a minimum of leadership. Part of the reason is that the task itself grabs the worker’s attention and energy. The worker may require little leadership as long as the task is proceeding smoothly.

3. Professional norms: Workers who incorporate strong professional norms often require a minimum of supervision and leadership. A group of certified professional accountants may not need visionary leadership to inspire them to do an honest job of auditing the books of a client or advising against tax fraud.

As a manager and a leader, Sally carries out many roles. Mintzberg and other researchers identified ten roles that can be classified as part of the leadership function of management: 1. Figurehead.

2. Spokesperson.

3. Negotiator.

4. Coach and motivator.

5. Team builder.

6. Team player.

7. Technical problem solver.

8. Entrepreneur.

9. Strategy developer.

10. Executor.

Even as the manager of highly skilled and motivated workers like Samuel, Sally demonstrates leadership in her roles as a negotiator, strategy developer, problem solver, executor, figurehead, and a spokesperson. She can choose any of these roles to demonstrate the relevance of leadership in organizational performance.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 1-2 - Characterize how leadership influences organizational performance.

1-3 - Pinpoint several important leadership roles.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Impact of Leadership on Organizational Performance; Leadership Roles KEYWORDS: Bloom's: Evaluate NOTES: Digital story: Lead 59. Brent was recently promoted as a team leader. Since his promotion, Brent feels overworked and stressed. He feels he is responsible for solving problems over which he has no control. Brent speaks to his supervisor about his frustrations and seeks advice regarding the roles of a team leader and how to derive satisfaction from them. What is Brent experiencing? If you were Brent's supervisor, what advice would you give him?

ANSWER:

Brent appears to be experiencing the frustrations of being a leader. These include too much uncompensated overtime, facing a perform-or-perish mentality, and not having enough authority to carry out responsibility.

Brent's supervisor should talk to him about the satisfactions of being a leader, such as respect from group members and increased status, increased opportunities for advancement, and a chance to help others grow and develop. Other satisfactions include a feeling of power and prestige, higher income, receiving more inside information, and an opportunity to control money and other resources.

Brent's supervisor should also talk to him about the various roles he might play as a team leader. These roles include being a spokesperson and negotiator on behalf of the team as well as upper management, being a coach and motivator to his team members, and helping his team solve technical problems.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 1-3 - Pinpoint several important leadership roles.

1-4 - Identify the major satisfactions and frustrations associated with the leadership role.

NATIONAL STANDARDS: United States - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Roles, The Satisfactions and Frustrations of Being a Leader KEYWORDS: Bloom's: Analyze NOTES: Digital story: Lead 60. Adam, a manager, implements a process for tracking productivity and rewards productive team members with additional perks. Some team members respond enthusiastically to these measures, offering additional inputs on how productivity can be improved. Others just play along, with some of them expressing their support as long as they are rewarded for their work. If you were in Adam's position, how would you classify the team members based on their reception of the new initiatives? What approaches would you take with each category of followers?

ANSWER: Barbara Kellerman offers a typology that helps explain how followers differ from one another. She focuses on the defining factor of the level of engagement with the leader or group to arrive at five types of followers. Three types of followers are described in the scenario: 1. Isolates are completely detached and passively support the status quo by not taking action to bring about changes. In this case, the people who played along with the new plans are most likely classified as isolates. They do not care much about their leaders and just do their job without taking an interest in the overall organization. If Adam wants these team members to be more involved, he must carefully coach them. However, sometimes, firing isolates is the only option.

2. Bystanders are free riders who are typically detached when it fits their self-interests. In this case, those who support Adam's measures as long as they receive rewards can be classified as bystanders. Bystanders have low internal motivation, so Adam has to work hard to find the right motivators to spark them into action.

3. Participants show enough engagement to invest some of their own time and money to make a difference, such as taking the initiative to learn a new technology that would help the group. Those team members who offer new ideas to improve productivity are likely to be considered participants. Participants are sometimes for, and sometimes against, the leader and the company. The leader has to review their work and attitudes carefully to determine whether or not the participant is being constructive. Participants are also regarded as active

followers and those who make a major contribution to the mission of the group.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 1.7 - Pinpoint several traits, behaviors, and attitudes of a successful follower.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Followership: Being an Effective Group Member KEYWORDS: Bloom's: Analyze NOTES: Digital story: Lead

Chapter 02: Traits, Motives, and Characteristics of Leaders 1. The trait approach to leadership is based on the idea that effective leaders are made of the “right stuff.” a. True b. False ANSWER: True RATIONALE: According to the trait approach to leadership, “Leaders do not have to be great men or women by being intellectual geniuses or omniscient prophets to succeed. But they do need to have the ‘right stuff,’ and this stuff is not equally present in all people.” See “The Strengths and Limitations of The Trait Approach.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.6 - Enumerate the strengths and weaknesses of the trait approach to leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Strengths and Limitations of The Trait Approach KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 2. According to considerable research suggests that leader humility is beneficial for group members, teams, and organizations. a. True b. False ANSWER: True RATIONALE: Humility is defined as (a) self-awareness, (b) appreciating the strength and contributions of others, and (c) openness to ideas and feedback regarding one’s performance. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. Telling the truth consistently is considered an important trust builder for leaders. a. True b. False ANSWER: True RATIONALE: Telling the truth consistently is considered an important trust builder for leaders. See “Personality Traits of Effective Leaders.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 4. A synthesis of research studies suggests that when workers trust their supervisor, job satisfaction tends to be higher. a. True b. False ANSWER: True RATIONALE: A synthesis of research studies suggests that when workers trust their supervisor, job satisfaction tends to be higher. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. An assertive leader finds the right balance between reasonably tactful rather than being aggressive and obnoxious. a. True b. False ANSWER: True RATIONALE: An assertive person is reasonably tactful rather than being aggressive and obnoxious. A leader with good sensitivity, or emotional intelligence, knows when assertiveness crosses the line into aggressiveness, such as insulting subordinates or making unreasonable demands.

See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

6. A key part of being an authentic leader is to be passionate about your purpose. a. True b. False ANSWER: True RATIONALE: A key part of being an authentic leader is to be passionate about your purpose. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 7. An effective form of humor by the leader is to poke fun at the problems and limitations of group members. a. True b. False ANSWER: False RATIONALE: Aggressive humor can be used to victimize, belittle, and cause others some type of disparagement—and will lead to negative outcomes such as stress and counter-hostility among group members. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 8. Leaders are likely to acquire more power if they use humor to build themselves up. a. True b. False ANSWER: False RATIONALE: Leaders are likely to acquire more power if they use humor to build themselves up. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 9. A recommended way of building passion into a business is for the leader to tell a story about its creation. a. True b. False ANSWER: True RATIONALE: One for an entrepreneur to inject passion into a business is to tell a creation-of-the-enterprise story. The story should inspire people to understand how a product or cause will make the world a better place. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 10. According to the theory of emotional intelligence, a person with a high degree of self-management is adaptable and exerts emotional self-control. a. True b. False ANSWER: True RATIONALE: According to the theory of emotional intelligence, self-management refers to the ability to control one’s emotions and act with honesty and integrity in a consistent and adaptable manner. The right degree of self-management helps prevent a person from throwing temper tantrums when activities do not go as planned. See “Emotional Intelligence.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 11. A resonant leader is one who scores low on emotional intelligence. a. True b. False

ANSWER: RATIONALE:

False The leader who scores high in emotional intelligence is described as resonant. See “Emotional Intelligence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

12. Part of relationship management in emotional intelligence is building bonds with other people. a. True b. False ANSWER: True RATIONALE: Relationship management includes the interpersonal skills of being able to communicate clearly and convincingly, disarm conflicts, and build strong personal bonds. See “Emotional Intelligence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Connect 13. The trait of flexibility is especially important for leadership because it facilitates a leader's ability to adapt to various leadership situations. a. True b. False ANSWER: True RATIONALE: The trait of flexibility is especially important for leadership because it facilitates a leader's ability to adapt to various leadership situations. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Personality Traits of Effective Leaders Bloom's: Knowledge Digital story: Engage

14. A leader with a strong internal locus of control readily looks toward environmental forces as the cause of their successes and failures. a. True b. False ANSWER: False RATIONALE: Locus of control refers to whether a person feels personally responsible for events happening to them, helping the leader deliver a take-charge attitude. Hence, a leader with a strong internal locus of control feels personally responsible for events happening to him or her as the cause of his or her successes and failures. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 15. Group members tend to prefer a leader with an internal locus of control rather than an external one. a. True b. False ANSWER: True RATIONALE: Group members tend to prefer a leader with an internal locus of control rather than an external one. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 16. Leaders with a socialized power motive use power primarily to achieve organizational goals or vision. a. True b. False ANSWER: True RATIONALE: Leaders with a socialized power motive use power primarily to achieve organizational goals or vision. See “Leadership Motives.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Motives KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 17. A strong achievement drive is an important contributor to innovative thinking in the workplace. a. True b. False ANSWER: True RATIONALE: A strong achievement drive is an important contributor to innovative thinking in the workplace. See “Leadership Motives.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Motives KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 18. Knowledge of the business has become less important as a leadership characteristic because so many competent staff specialists are found in organizations. a. True b. False ANSWER: False RATIONALE: An effective leader has to be technically competent in some discipline, particularly when leading a group of specialists. It is difficult for the leader to establish rapport with group members when the leader does not know what the group members are doing and when the group does not respect the leader’s technical skills. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associated with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

19. Research about emotional leadership effectiveness is much more controlled by heredity than by environment. a. True b. False ANSWER: False RATIONALE: Research about leadership effectiveness reinforces the idea that leadership is a combination of heredity and the environment. See “The Influence of Heredity and Environment on Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 2.5 - Analyze the heredity versus environment issue in relation to leadership effectives.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Influence of Heredity and Environment on Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 20. Leaders who have the “right stuff” have: a. the necessary traits and characteristics to lead effectively. b. made the right connections to become leaders. c. the intellectual characteristics associated with effective leadership. d. inborn charismatic behaviors.

ANSWER: a RATIONALE: Leaders who have the “right stuff” have the necessary traits and characteristics to lead effectively. Observations by managers and human resource specialists, as well as dozens of research studies, indicate that leaders have certain personality traits. These characteristics contribute to leadership effectiveness in many situations. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.6 - Enumerate the strengths and weaknesses of the trait approach to leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 21. Self-confidence is an important leadership characteristic found: a. primarily among executives. b. primarily among supervisors. c. in almost every leadership setting. d. in male leaders more than in female leaders.

ANSWER: RATIONALE:

c Self-confidence is not only a personality trait. It also refers to a behavior and an interpersonal skill that a person exhibits in a number of situations. Hence, it is required in almost every leadership setting. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

22. A key part of a leader having humility is to: a. insult the group performance, including that of your own. b. put group members in the limelight, rather than oneself. c. make forecasts about the group not making standards. d. ask the group to lead itself so he or she can do analytical work.

ANSWER: RATIONALE:

b According to Stephen G. Harrison, “Great leadership is manifested or articulated by people who know how to understate it. There is leadership value in humility, the leadership that comes from putting people in the limelight, not yourself.” See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Engage

23. Finance manager Sharon has the reputation of “walking the talk,” so she most likely scores high on the trait of: a. humility. b. trustworthiness. c. extraversion. d. sense of humor.

ANSWER: b RATIONALE: An effective leader or manager is supposed to walk the talk, thereby showing a consistency between deeds (walking) and words (talking). In this context, trust is defined as a person’s confidence in another individual’s intentions and motives and in the sincerity of that individual’s word. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 24. Which action on the part of a leader would most likely contribute to a reputation of trustworthiness? a. Being highly diplomatic so as not to offend anyone b. Doing what they think is right in spite of the political consequences c. Behaving in a manner differently than they expect others to behave d. Making their behavior inconsistent with their intentions ANSWER: RATIONALE:

b Maintaining a high level of integrity and building a reputation for doing what one thinks is morally right in spite of the political consequences are good trust builders. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

25. An authentic leader would most likely: a. imitate the behavior of the company CEO. b. engage in excessive organizational politics. c. expect more of workers than of themself. d. practice his or her values consistently.

ANSWER: d RATIONALE: Authentic leaders demonstrate a passion for their purpose, practice their values consistently, and lead with their hearts as well as their heads. They establish long-term, meaningful relationships and have the self-discipline to get results. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 26. An important part of being assertive is to: a. not tolerate differences of opinion. b. express feelings and opinions forthrightly. c. behave aggressively toward people when necessary. d. be obnoxious when necessary.

ANSWER: b RATIONALE: Assertiveness refers to being forthright in expressing demands, opinions, feelings, and attitudes. Being assertive helps leaders perform many tasks and achieve goals. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 27. Kent is an enthusiastic leader, and his enthusiasm is likely to: a. be perceived as an annoyance by group members. b. help him build relationships with the group. c. be perceived as somewhat of a phony by group members. d. make it difficult for him to advance further.

ANSWER: b RATIONALE: In almost all leadership situations, it is desirable for the leader to be enthusiastic. Group members tend to respond positively to enthusiasm, partly because enthusiasm may be perceived as a reward for constructive behavior. Enthusiasm is also a desirable leadership trait because it helps build good relationships with team members. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders

KEYWORDS: NOTES:

Bloom's: Comprehension Digital story: Connect

28. The most effective type of humor for an organizational leader to use is directed at: a. the competition. b. group members. c. other departments. d. themself.

ANSWER: d RATIONALE: Laughter and humor serve such functions in the workplace as relieving tension and boredom and defusing hostility. Executives and other managers who use self-deprecating humor appear more approachable and likeable to subordinates. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 29. Passion for the work on the part of a leader often expresses itself as a(n): a. obsession for achieving company goals. b. distrust of employees who are calm and relaxed. c. obsession for surfing the Internet during working hours. d. tendency to engage in ruthless cost cutting.

ANSWER: a RATIONALE: A dominant characteristic of effective leaders is their passion for their work and to some extent for the people who help them accomplish the work. The passion goes beyond enthusiasm and often expresses itself as an obsession for achieving company goals. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 30. A person with high emotional intelligence is likely to: a. become overly enthusiastic during a meeting.

b. build strong personal bonds with people. c. be particularly well suited for performing analytical work. d. avoid stressful situations involving people.

ANSWER: b RATIONALE: Relationship management, one of the four factors in emotional intelligence, includes the interpersonal skills of being able to communicate clearly and convincingly, disarm conflicts, and build strong personal bonds. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 31. Research about emotional intelligence and leadership concludes that: a. emotional intelligence alone leads to career success. b. emotional intelligence combined with ambition accounts for 90 percent of career success. c. general intelligence and technical skills are the most important for top-level leaders. d. a leader's mood and associated behaviors affect bottom-line performance.

ANSWER: d RATIONALE: Research on emotional intelligence and leadership has also focused on the importance of the leader’s mood in influencing performance. Daniel Goleman, Richard Boyatzis, and Annie McKee believe that the leader’s mood and their associated behaviors greatly influence bottom-line performance. One reason is that moods are contagious. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 32. A leader with an internal locus of control: a. is often low in self-confidence. b. is often interpreted by group members as being weak. c. sees environmental factors as causing most events. d. takes responsibility for events happening.

ANSWER: d

RATIONALE:

Locus of control refers to whether a person feels personally responsible for events happening to them, helping the leader deliver a take-charge attitude. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

33. Donald Trump is seen as a leader with a: a. high standing on humility. b. personalized power motive. c. socialized power motive. d. low achievement drive.

ANSWER: b RATIONALE: Leaders with a personalized power motive seek power mostly to further their own interests.

They crave the trappings of power such as status symbols, luxury, and money. Their need for dominance can lead to submissive subordinates who are frequently sycophants and yespersons. See “Leadership Motives.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Motives KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 34. The achievement motive refers to: a. a desire to surpass productivity quotas. b. finding joy in accomplishment for its own sake. c. putting high energy into achieving work goals. d. sustaining a high level of energy for work.

ANSWER: b RATIONALE: Drive refers to a propensity to put forth high energy into achieving objectives and to persist in applying that energy. Drive also includes achievement motivation—finding joy in accomplishment for its own sake. See “Leadership Motives.”

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Motives KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 35. Tenacity is considered to be an important leadership characteristic because: a. leaders have such limited power over group members. b. it requires tenacity to keep a job during an era of downsizing. c. it often takes a long time to implement a new program. d. leaders are so often under attack from group members.

ANSWER: c RATIONALE: Tenacity multiplies in importance for organizational leaders because it takes a long time to implement a new program or to consummate a business deal, such as acquiring another company. See “Leadership Motives.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Motives KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 36. “Knowledge of the business” as a leadership characteristic is closely related to the leadership trait of: a. tenacity. b. creativity. c. cognitive ability. d. drive and motivation.

ANSWER: c RATIONALE: Intellectual ability is closely related to having knowledge of the business or the key task the group is performing. It is closely related to the leadership trait of cognitive ability. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership

KEYWORDS: NOTES:

Bloom's: Knowledge Digital story: Engage

37. A hands-on and deeply engaged leader who is talented at developing innovating business strategies is most likely to be strong on which of the following traits or characteristics? a. knowledge of the business b. emotionally supportiveness c. humility d. sense of humor ANSWER: a RATIONALE: The importance of knowledge of the business is strongly recognized as an attribute of executive leadership. Knowledge of the business or the group task is particularly important when developing strategy, formulating mission statements, and sizing up the external environment. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 38. Leadership effectiveness tends to be higher when the leader's intelligence is: a. about the same as that of the average group member. b. a little higher than that of the average group member. c. considerably higher than that of the average group member. d. considerably lower than that of the average group member.

ANSWER: b RATIONALE: A meta-analysis of 151 studies found a positive relationship between intelligence and job performance of leaders in many different settings. The researchers also found support for the old idea that intelligence contributes the most to leadership effectiveness when the leader is not vastly smarter than most group members. Again, group members prefer that their leaders be smarter than the average group member even if the difference is not huge. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

39. Creativity among leaders tends to be distributed: a. along a continuum from low to high. b. into being creative versus not creative. c. between old and young leaders. d. between planners versus implementers.

ANSWER: a RATIONALE: Many effective leaders are creative in the sense that they arrive at imaginative and original solutions to complex problems. Creative ability lies on a continuum, with some leaders being more creative than others. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 40. An important application of farsightedness for executive leaders is to: a. study technological developments. b. avoid being frustrated by the demands of group members and customers. c. predict the direction of environmental forces. d. memorize product information.

ANSWER: c RATIONALE: Conceptual thinking refers to the ability to see the overall perspective, and it makes farsightedness possible. A farsighted leader understands how the external environment influences the organization and how different parts of the organization influence each other.

See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 41. A systems thinker would be especially good at: a. exploiting short-range benefits. b. understanding how the external environment influences the organization. c. sizing up people.

d. managing his or her emotions to advantage.

ANSWER: b RATIONALE: Conceptual thinking refers to the ability to see the overall perspective, and it makes farsightedness possible. A conceptual thinker is also a systems thinker, because he or she understands how the external environment influences the organization and how different parts of the organization influence each other. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 42. Jane is a farsighted leader, so she: a. tends to delay taking action. b. avoids planning her unit's activities. c. sees the long-range implications of her actions. d. focuses on the short-range implications of her actions.

ANSWER: c RATIONALE: To develop visions and corporate strategy, a leader needs farsightedness, the ability to understand the long-range implications of actions and policies. The farsighted leader/manager is not oblivious to short-range needs but will devise an intermediate solution.

See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 43. With respect to heredity and environment, leadership effectiveness appears to be: a. mostly due to heredity. b. the combined influence of heredity and environment. c. mostly due to the environment. d. four-fifths heredity and one-fifth environment.

ANSWER: b RATIONALE: The traits, motives, and characteristics required for leadership effectiveness are caused by a combination of heredity and environment. Leaders are both born and made. See “The Influence of Heredity and Environment on Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.5 - Analyze the heredity versus environment issue in relation to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Influence of Heredity and Environment on Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 44. The balance of opinion suggests that the contributors to leadership effectiveness are: a. virtually unknown. b. about 90 percent nature and 10 percent nurture. c. about 90 percent nurture and 10 percent nature. d. a combination of nature and nurture.

ANSWER: d RATIONALE: A person’s genes influence the emotional intelligence necessary for leadership. However, experience is important for emotional intelligence because it increases with age, and a person usually becomes better at managing relationships with practice. See “The Influence of Heredity and Environment on Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.5 - Analyze the heredity versus environment issue in relation to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Influence of Heredity and Environment on Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 45. Emotional intelligence tends to: a. be considered an ability. b. be closely associated with technical skill. c. be considered an ability and a trait. d. be considered neither a trait or ability.

ANSWER: c RATIONALE: Emotional intelligence can be considered an ability (such as warmth) and a trait (such as a political skill) or part of the leader’s personality. See “Emotional Intelligence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles The Influence of Heredity and Environment on Leadership Bloom's: Knowledge Digital story: Engage

46. An important strength of the trait approach to leadership is that it: a. can help with leadership selection and development. b. specifies how much of a given trait is important for leadership. c. specifies which traits are needed for leadership in a given situation. d. helps in analyzing the situational demands.

ANSWER: a RATIONALE: The current emphasis on emotional intelligence, charisma, innovative thinking, and ethical conduct, which are really traits, attitudes, and behaviors, reinforces the importance of the trait approach. Understanding the traits of effective leaders serves as an important guide to leadership selection. See “The Strengths and Limitations of The Trait Approach.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.6 - Enumerate the strengths and weaknesses of the trait approach to leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Strengths and Limitations of The Trait Approach KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 47. Mike is the head of a research team at a technology firm. In spite of constant rejection of Mike’s ideas by the senior officials, he consistently pursues his ideas without losing confidence. This shows that Mike is a(n) leader. a. socially conscious b. resilient c. submissive d. aggressive ANSWER: b RATIONALE: One of the motivational characteristics of organizational leaders is that they are tenacious.

Tenacity multiplies in importance for organizational leaders because it takes a long time to implement a new program or to consummate a business deal. Resilience is part of tenacity because the tenacious person will bounce back from a setback through continuous effort. See “Leadership Motives.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Motives KEYWORDS: Bloom's: Application

NOTES:

Digital story: Perform

48. Torres was recently appointed the marketing head of a cosmetics company. He has a keen interest in the cosmetics industry and has extensively studied the company’s past growth and marketing strategies. This reveals that Torres: a. is an extraverted leader. b. exudes a strong sense of warmth and courage. c. has knowledge of the key task the group is performing. d. is influenced by personalized power motive.

ANSWER: c RATIONALE: Intellectual ability is closely related to having knowledge of the business or the key task the group is performing. An effective leader has to be technically competent in some discipline, particularly when leading a group of specialists. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 49. Simon, the CEO of a consumer electronics firm, receives a huge positive response from the industry experts and consumers for introducing breakthrough technologies in the company’s products. Simon is a leader. a. humble b. extraverted c. born d. creative ANSWER: d RATIONALE: Many effective leaders are creative in the sense that they arrive at imaginative and original solutions to complex problems. Creative ability lies on a continuum, with some leaders being more creative than others. At one end of the creative continuum are business leaders who think of innovative products and services. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 50. Lindsey, a market research analyst, is known for her almost always accurate predictions regarding market trends in the medium to long term. This depicts that Lindsey:

a. has an insightful mind. b. is a resilient leader. c. is likely to score low on locus of control. d. has an impressive creation-of-the-enterprise story.

ANSWER: a RATIONALE: An important cognitive trait of leaders is insight, a depth of understanding that requires considerable intuition and common sense. Intuition is often the mental process used to provide the understanding of a problem. Insight helps speed decision-making. You can gauge your insight by charting the accuracy of your hunches and predictions about people and business situations. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 51. Edwards is the head of the procurement department at FreshDelights, a frozen yogurt chain. Anticipating a reduction in the demand for frozen yogurt in the upcoming winter season, Edwards decides to reduce the dairy procurement.

Edwards is: a. a humble leader. b. a conceptual thinker. c. driven by personalized power motive. d. a leader with a pessimistic outlook.

ANSWER: b RATIONALE: To develop visions and corporate strategy, a leader needs farsightedness, the ability to understand the long-range implications of actions and policies. Conceptual thinking refers to the ability to see the overall perspective, and it makes farsightedness possible. A conceptual thinker understands how the external environment influences the organization. See “Cognitive Factors and Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.4 - Describe cognitive factors associates with leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cognitive Factors and Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 52. Lewis is a team leader at a multinational corporation. Before assigning tasks to his team members, he asks for their preferences and suggestions, to not only enhance project delivery efficiency but also increase team members’ satisfaction.

Which of the following traits best describes Lewis’s approach? a. Self-assertive b. Aggressively courageous c. Effective self-management d. Socially aware ANSWER: d RATIONALE: Social awareness includes having empathy for others and intuition about organizational problems. Socially aware leaders go beyond sensing the emotions of others by showing they care. In addition, they accurately size up political forces in the office. See “Emotional Intelligence.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 53. Clark is an enthusiastic leader who has the ability to clearly communicate his team plans and goals. He is also known for his ability to resolve disputes quickly, taking into consideration the interests of all the parties involved. Clark is likely to score high on: a. relationship management. b. personalized power motive. c. creativity. d. tenacity.

ANSWER: a RATIONALE: Relationship management includes the interpersonal skills of being able to communicate clearly and convincingly, disarm conflicts, and build strong personal bonds. Resonant leaders use relationship management skills to spread their enthusiasm and solve disagreements, often with kindness and humor. See “Emotional Intelligence.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 54. Clara is the CEO of an online retail store. Her business saw a 40-percent increase in profits in the current year owing to her instant adaptation to current and upcoming trends. This shows that: a. Clara is driven by personalized power motive.

b. Clara is overconfident. c. Clara lacks in practical intelligence. d. Clara is a flexible leader.

ANSWER: d RATIONALE: A leader is someone who facilitates change. It therefore follows that a leader must be flexible enough to cope with such changes as technological advances, downsizings, global outsourcing, a shifting customer base, and a changing work force. Flexibility, or the ability to adjust to different situations, has long been recognized as an important leadership characteristic. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 55. Which of the following is true of a leader with socialized power motives? a. They are more likely to manipulate others through the use of power. b. They tend to be less emotionally mature than leaders with personalized power motives. c. They exercise power more for the benefit of the entire organization. d. They crave the trappings of power, such as status symbols, luxury, and money.

ANSWER: c RATIONALE: Leaders with a socialized power motive use power primarily to achieve organizational goals or a vision. Leaders with socialized power motives tend to be more emotionally mature than leaders with personalized power motives. They exercise power more for the benefit of the entire organization and are less likely to manipulate others through the use of power. See “Leadership Motives.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Motives KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 56. Clarke, the CEO of Abbott Corp., owns several businesses. He enjoys dominating others and prefers subordinates who are submissive and passive. Which power motive explains Clarke’s behavior? a. Socialized b. Personalized c. Achievement

d. Cognitive ANSWER: RATIONALE:

b Some leaders with strong personalized power motives typically enjoy dominating others.

Their need for dominance can lead to submissive subordinates who are frequently sycophants and yes-persons. See “Leadership Motives.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Motives KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 57. Walker is a supervisor at an exporting unit. He has a cheerful disposition and encourages and appreciates team members who suggest ideas or accomplish tasks. Which of the following traits best describes Walker’s behavior? a. Extraversion b. Courage c. Tenacity d. Personalized power motive ANSWER: a RATIONALE: Extraversion has been recognized for its contribution to leadership effectiveness because it is helpful for leaders to be gregarious, outgoing, and upbeat in most situations. Also, extraverts are more likely to want to assume a leadership role and participate in group activities. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 58. Grace, the CEO of an oil and gas exploration company, decides to buy an oil block, even though experts have warned her of security risks and uncertainty with regard to oil presence. Grace completes the oil deal, and exploration in the block confirms oil presence. Which trait best describes Grace’s actions? a. Resonance b. Gutsy c. Humility d. Extraversion ANSWER: b RATIONALE: Leaders need courage to face the challenges of taking prudent risks and taking initiative in

general. Courage comes from the heart. It takes courage for a leader to suggest a new undertaking, because if the undertaking fails, the leader is often seen as having failed.

Courageous leadership has also been described as gutsy. See “Courage.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 59. William heads the marketing department of an apparel company. He is an enthusiastic leader who puts in extra work hours to increase the productivity of his team. He is so engaged and passionate about his work that he willingly contributes to his team, even during his vacation. Which of the following could possibly be a consequence of William’s behavior? a. High attrition rates b. Distrust among team members c. Work addiction d. Less transparency ANSWER: c RATIONALE: A dominant characteristic of effective leaders is their passion for their work and to some extent for the people who help them accomplish the work. The passion goes beyond enthusiasm and often expresses itself as an obsession for achieving company goals. The downside to extreme passion for work is that it can lead to work addiction, thereby interfering with other joys in life. See “Personality Traits of Effective Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 2.1 - Identify general and task-related traits that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 60. Derek, who was earlier a manager at a multinational firm, has been recently appointed the head of the marketing department in the same company. Despite several other contenders for the post of marketing head possessing the same technical skills, Derek clearly had an edge over the others in terms of emotional intelligence. Parker, one of the other contenders, approaches the regional head to seek his advice on improving his leadership skills. If you were the regional head, what advice would you give to Parker?

ANSWER: Emotional intelligence refers to the ability to do such things as understanding one’s feelings, have empathy for others, and regulate one’s emotions to enhance one’s quality of life. This type of intelligence generally has to do with the ability to connect with people and understand their emotions. In addition to being an ability, emotional intelligence is also a trait, or part of

the leader’s personality. The leader who scores high in emotional intelligence is described as resonant. Hence, from the scenario given in the question, it can be concluded that Derek is a resonant leader.

In order for Parker to enhance his leadership skills, he needs to improve on the four key factors in emotional intelligence as described here.

1. Self-awareness. The ability to understand your own emotions is the most essential of the four emotional intelligence competencies. Having high self-awareness allows people to know their strengths and limitations and have high self-esteem. Resonant leaders use selfawareness to accurately measure their own moods, and they intuitively understand how their moods affect others.

2. Self-management. This is the ability to control one’s emotions and act with honesty and integrity in a consistent and adaptable manner. The right degree of self-management helps prevent a person from throwing temper tantrums when activities do not go as planned.

Resonant leaders do not let their occasional bad moods ruin their day. If they cannot overcome the bad mood, they let work associates know of the problem and how long it might last.

3. Social awareness. This includes having empathy for others and intuition about organizational problems. Socially aware leaders go beyond sensing the emotions of others by showing they care. In addition, they accurately size up political forces in the office.

4. Relationship management. This includes the interpersonal skills of being able to communicate clearly and convincingly, disarm conflicts, and build strong personal bonds.

Resonant leaders use relationship management skills to spread their enthusiasm and solve disagreements, often with kindness and humor.

Emotional intelligence contributes to the understanding of leadership because it highlights the importance of leaders making effective use of emotions. Information about emotional intelligence also leads to a better understanding of how leadership emerges, leadership behaviors, and leadership effectiveness.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 2.2 - Describe how emotional intelligence contributes to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders KEYWORDS: Bloom's: Evaluate NOTES: Digital story: Lead 61. Thomas heads the sales team of a computer software firm. As a leader, his inclination is toward accumulating wealth and acquiring status through his position. In the second year of his tenure, the sales department generates substantially lower revenue than in the previous years. If you were the advisor to Thomas, what advice would you give him to improve the company’s prospects?

ANSWER: At the outset, it appears that Thomas has a strong, personalized power motive. Leaders with a personalized power motive seek power mostly to further their own interests. They crave trappings of power such as status symbols, luxury, and money. The wealthiest CEOs purchase luxury condominium apartments in major cities, even when they have another home. Some leaders with strong personalized power motives typically enjoy dominating others. Their need for dominance can lead to submissive subordinates who are frequently sycophants and yes-persons. Another characteristic of leaders with a personalized power motive is that they do not worry about everybody liking them. They recognize that as one acquires power, one also acquire enemies.

In order to improve the company’s prospects, Thomas should develop socialized power motives. Leaders with a socialized power motive use power primarily to achieve organizational goals or a vision. In this context, the term socialized means that the leader uses power primarily to help others. As a result, they are likely to provide more effective leadership. Leaders with socialized power motives tend to be more emotionally mature than leaders with personalized power motives. They exercise power more for the benefit of the entire organization and are less likely to manipulate others through the use of power. Leaders with socialized power motives are also less defensive and more willing to accept expert advice. Finally, they have longer-range perspectives.

It is important not to draw a rigid line between leaders with personalized power motives and those with socialized power motives. The distinction between doing good for others and doing good for oneself is often made on the basis of very subjective criteria.

Further, Thomas likely needs to improve his emotional intelligence quotient to enhance his ability to connect with people and understand their emotions. He should focus on augmenting his strengths in the four components of emotional intelligence: self-awareness, selfmanagement, social awareness, and relationship management.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 2.3 - Identify key motives that contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Personality Traits of Effective Leaders, Leadership Motives KEYWORDS: Bloom's: Evaluate NOTES: Digital story: Lead 62. Tamara, the CEO of an energy firm, is known for her natural abilities to manage crisis and guide her team effectively.

Kevin, one of the managers at Tamara’s organization, is of the opinion that the “heredity” factor plays the main role in Tamara’s leadership abilities. However, Kevin’s fellow worker, Allen, feels that the hereditary factor alone is not sufficient to become a complete leader. If you were Allen, how would you justify his stance?

ANSWER: The traits, motives, and characteristics required for leadership effectiveness are caused by a combination of heredity and environment. Leaders are both born and made. Personality traits and mental ability traits are based on certain inherited predispositions and aptitudes that require the right opportunity to develop. Cognitive intelligence is a good example. We inherit a basic capacity that sets an outer limit to how much mental horsepower we will have. Yet people need the right opportunity to develop their cognitive intelligence so that they can behave brightly enough to be chosen for a leadership position.

Evelyn Williams, who directs the leadership development program at Stanford University, makes the following metaphor: “I think leadership is a combination of nature and nurture.

Just as some musicians have a special talent for playing instruments, some people seem to be born with leadership abilities. But whatever their natural talent, people can certainly learn to be better musicians—and better leaders.” The physical factor of energy also sheds light on the nature-versus-nurture issue. Some people are born with a biological propensity for being more energetic than others. Yet unless that energy is properly channeled, it will not help a person to become an effective leader.

Advances in neuroscience provide additional evidence that there is most likely a genetic and biological component to leadership. David Rock, founder of the NeuroLeadership Institute in Australia, points out that an effective leader is adaptive--knowing when to be dogmatic versus collaborative, or when to focus on details versus the big picture. To be adaptive, a person needs an integrated brain with strong connections across all its regions. These

connections are mostly genetic, although they can be enhanced though mental activities such as creativity training. When the brain is well integrated, the leader can switch between different approaches with ease, such as being tough and unforgiving in one situation and displaying empathy in another. Research about emotional intelligence reinforces the statements made so far about leadership being a combination of inherited and learned factors.

A person’s genes, therefore, influence the emotional intelligence necessary for leadership.

However, experience is important for emotional intelligence because it increases with age, and a person usually becomes better at managing relationships with practice.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 2.5 - Analyze the heredity versus environment issue in relation to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Influence of Heredity and Environment on Leadership KEYWORDS: Bloom's: Evaluate NOTES: Digital story: Lead

Chapter 03: Charismatic and Transformational Leadership 1. Charismatic leaders are easy-going, natural people who tend to minimize impression management. a. True b. False ANSWER: False RATIONALE: Charismatic leaders use impression management to deliberately cultivate a certain relationship with group members. In other words, they take steps to create a favorable, successful impression, recognizing that the perceptions of constituents determine whether they function as charismatic leaders. See “The Meanings of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meanings of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 2. Attributions (by group members or subordinates) of a leader’s charisma are important because they lead to other behavioral outcomes such as commitment to leaders, self-sacrifice, and high performance. a. True b. False ANSWER: True RATIONALE: Given that charisma is based on perceptions, an important element of charismatic leadership involves the attributions made by group members about the characteristics of leaders and the results they achieve. According to attribution theory, if people perceive a leader to have a certain characteristic, such as being visionary, the leader will more likely be perceived as charismatic. See “The Meanings of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meanings of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. The charisma of a leader can be felt outside of the organization and can directly affect market performance. a. True b. False ANSWER: True RATIONALE: A notable aspect of charismatic and transformational leaders is that their influence extends beyond the immediate workgroup and beyond reporting relationships. An example is that

some consumers are influenced to purchase products from a company, and some suppliers want to do business with it, based partly on the charisma of a company leader. See “The Meanings of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meanings of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 4. A socialized charismatic leader is concerned primarily with using power for the good of other people. a. True b. False ANSWER: True RATIONALE: A socialized charismatic leader is concerned primarily with using power for the good of other people. See “Three Types of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Three Types of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. An essential part of being a charismatic and transformational leader is to offer constituents a vision of the future. a. True b. False ANSWER: True RATIONALE: Vision is defined as the ability to imagine different and better future conditions and ways to achieve them. A vision is a lofty, long-term goal. An effective leader is supposed to have a vision, whereas an ineffective leader either lacks a vision or has an unclear one. See “The Vision Component of Charismatic Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.3 - Break down the visionary components of charismatic leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

The Vision Component of Charismatic Leadership Bloom's: Knowledge Digital story: Engage

6. Charismatic leaders are much more conservative than average with respect to risk taking. a. True b. False ANSWER: False RATIONALE: As great opportunists, charismatic people yearn to accomplish activities others have never done before. Risk taking adds to a person’s charisma because others admire such courage.

See “Characteristics of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.2 - Describe many of the traits and behaviors of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 7. To be truly effective for the purpose of charismatic leadership, a metaphor should appeal to the intellect, imagination, and values. a. True b. False ANSWER: True RATIONALE: To be truly effective for the purpose of charismatic leadership, a metaphor should appeal to the intellect, imagination, and values. See “The Communication Style of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.4 - Describe the communication style of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Communication Style of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 8. Leadership by storytelling is a method used by charismatic and transformational leaders to discipline employees and involves telling them stories about what happened to other employees who stepped out of line. a. True b. False ANSWER: False RATIONALE: Leadership by storytelling is the technique of inspiring and instructing team members by

telling fascinating stories. The technique is a major contributor to building a strong company culture. See “The Communication Style of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.4 - Describe the communication style of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Communication Style of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 9. Brain research suggests that people who are perceived to be visionaries use their brains differently than do nonvisionaries. a. True b. False ANSWER: True RATIONALE: Brain research suggests that people who are perceived to be visionaries use their brains differently than do nonvisionaries. See “The Development of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Vision Component of Charismatic Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 10. An effective vision is aligned with the goals and dreams of group members. a. True b. False ANSWER: True RATIONALE: An effective vision is aligned with the goals and dreams of constituents. See “The Communication Style of Charismatic Leaders” POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.4 - Describe the communication style of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

11. To develop your personal brand, it is recommended that you focus on patching up your weaknesses. a. True b. False ANSWER: False RATIONALE: A current trend in career advancement is to build a personal brand. Understanding your basket of strengths forms the basis for developing your personal brand. See “The Development of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 12. Displaying a greatness attitude can contribute to transformational leadership. a. True b. False ANSWER: True RATIONALE: Peter Koestenbaum argues that business can be an opportunity for individual and organizational greatness. By adopting this greatness attitude, leaders can ennoble human nature and strengthen societies. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 13. To highly motivate organizational members, the transformational leader attempts to get constituents to focus on their self-interest. a. True b. False ANSWER: False RATIONALE: Transformational leaders help bring about major, positive changes by moving group members beyond their self-interests and toward the good of the group, organization, or society. See “Transformational Leadership.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 14. The effective transformational leader deliberately creates distrust throughout the organization so they will be needed to decrease the confusion. a. True b. False ANSWER: False RATIONALE: A useful process for transforming a firm is to build trust between leaders and group members, particularly because distrust and suspicion are rampant during a company revival. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 15. An effective strategy for a transformational leader is to concentrate resources on the area’s most in need of change and with the biggest possible payoff. a. True b. False ANSWER: True RATIONALE: An effective strategy for a transformational leader is to concentrate resources on the area’s most in need of change and with the biggest possible payoff. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

16. Despite the urgency of turning around an organization, the transformational leader is likely to encourage the personal development of staff members. a. True b. False ANSWER: True RATIONALE: Although transformational leaders are often greatly concerned with organizational survival, they also take the time to encourage the personal development of their staff. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 17. Charismatic leaders will typically establish a vision for constituents to follow. a. True b. False ANSWER: True RATIONALE: Being able to create a vision for others is a major factor in one’s being perceived as charismatic. See “The Development of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 18. A synthesis of studies showed that laissez-faire leadership is more likely to produce positive results for the organization than is transformational leadership. a. True b. False ANSWER: False RATIONALE: A synthesis of studies showed that transformational leadership is more likely to produce positive results for than the organization than will laissez-faire leadership. See “The Impact of Transformational and Charismatic Leadership on Performance and Behavior.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.7 - Identify several of the impacts of charismatic and transformational leadership on performance and behavior.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 19. A study indicated that transformational leadership of teams influenced work group effectiveness. a. True b. False ANSWER: True RATIONALE: A study indicated that transformational leadership of teams influenced work group effectiveness. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 20. A recommended way of enhancing your charisma is to make others feel unimportant so you will appear strong in contrast. a. True b. False ANSWER: False RATIONALE: Transformational leaders, like most effective leaders and managers, practice empowerment by involving team members in decision making. Empowerment is a key component of developing group members. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

21. A study showed that attributions of charisma are heavily influenced by: a. the network to which the leader belonged. b. a person's mood at the time. c. the leader's gender, ethnicity, and race. d. members of a person's network.

ANSWER: d RATIONALE: A study of attributions and charisma found that the network a person belongs to influences the attributions he or she makes. See “The Meanings of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meanings of Charisma KEYWORDS: Bloom's: Knowledge 22. A key dimension of charismatic leadership is that it is a(n): a. relationship between the leader and the people being led. b. substitute for leadership skill. c. exploitation of group members. d. characteristic of democratic leaders.

ANSWER: a RATIONALE: A key dimension of charismatic leadership is that, like all leadership, it involves a relationship or interaction between the leader and the people being led. See “The Meanings of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meanings of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 23. Charismatic leaders are likely to cultivate relationships with group members by means of a. threats of punishment for noncompliance. b. deliberately appearing manipulative and unforgiving. c. revealing their true selves to others. d. impression management.

ANSWER: d RATIONALE: Charismatic leaders frequently manage their impressions to cultivate relationships with group

members. See “The Meanings of Charisma.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meanings of Charisma KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 24. A study of firefighters and the emotional component of their leaders’ charisma showed that: a. the positive affect of officers increased the negative affect of the firefighters. b. a leader’s lack of charisma can have a negative impact on safety. c. those under the command of a charismatic leader were happier that those who were not. d. charismatic leaders were less happy than their subordinates.

ANSWER: c RATIONALE: The results of the firefighter study suggested that firefighters under the command of a charismatic officer were happier than those under the command of a noncharismatic officer.

Charismatic leaders who expressed positive emotion and thoughts tended to have an even stronger impact on the positive emotional state of firefighters. See “The Meanings of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meanings of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 25. The personalized charismatic leader uses power to: a. further their own interests. b. benefit others. c. heal organizational wounds. d. divinely inspire others.

ANSWER: a RATIONALE: Personalized charismatic individuals serve primarily their own interests and so exercise few restraints on their use of power. See “Three Types of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Meanings of Charisma KEYWORDS: Bloom's: Knowledge 26. A transformational leader is one who: a. transforms their style to fit the situation. b. makes major changes in the organization. c. changes their personality characteristics to meet the needs of group members. d. moves up the corporate ladder rapidly.

ANSWER: b RATIONALE: A transformational leader is one who brings about positive, major changes in an organization.

See “Characteristics of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.2 - Describe many of the traits and behaviors of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 27. A vitally important part of being a charismatic leader is: a. asking group members perceptive questions. b. the ability to express feelings openly. c. being laid back and emotionally supportive. d. having a large network of contacts.

ANSWER: b RATIONALE: An important part of being a charismatic leader is being emotionally expressive and warm. A key characteristic of charismatic leaders is the ability to express feelings openly. See “Characteristics of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.2 - Describe many of the traits and behaviors of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 28. Charismatic leaders are often characterized as:

a. having considerable internal conflict. b. creating distrust among constituents. c. minimizing risks. d. being willing to use unconventional strategies.

ANSWER: d RATIONALE: Risk taking adds to a person’s charisma because others admire such courage. In addition to treasuring risk, charismatic leaders use unconventional strategies to achieve success. See “Characteristics of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.2 - Describe many of the traits and behaviors of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 29. A charismatic leader will often: a. be low key about their accomplishments. b. be a low risk taker. c. procrastinate about major decisions. d. challenge, prod, and poke other people.

ANSWER: d RATIONALE: A characteristic observed in many charismatic leaders is that they challenge, prod, and poke.

They test one’s courage and self-confidence. See “Characteristics of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.2 - Describe many of the traits and behaviors of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 30. A vision deals mostly with: a. a forecast of future business conditions. b. seeing clearly what needs to be done to fix organizational problems. c. the ability to imagine different and better conditions and the ways to achieve them. d. finding creative ways to reward organizational members.

ANSWER: c RATIONALE: A major buzzword in leadership and management is vision, the ability to imagine different and better future conditions and ways to achieve them. A vision is a lofty, long-term goal.

See “The Vision Component of Charismatic Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.3 - Break down the visionary component of charismatic leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Vision Component of Charismatic Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 31. Creating a vision statement will likely be more inspirational when it combines a. a reason, core values, and achievable goals. b. a reason and core values c. a reason and achievable goals. d. core values and achievable goals.

ANSWER: a RATIONALE: According to Jim Collins, a vision statement is likely to be more inspirational when it combines three elements: (1) a reason for being beyond making money, (2) timeless, unchanging core values, (3) ambitious but achievable goals. See “The Vision Component of Charismatic Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.3 - Break down the visionary components of charismatic leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Vision Component of Charismatic Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 32. Narcissistic CEOs tend to make: a. non-risky decisions so that their reputation is not tarnished. b. risky decisions, often to attain dramatic results that enhance their image. c. humble admissions before their employees and the press about their shortcomings as a leader. d. a habit out of applauding subordinates over their own accomplishments.

ANSWER: b RATIONALE: Narcissistic CEOs tend to make risky decisions, often to attain dramatic results that enhance their image. See “The Narcissism Component of Charismatic Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.2 - Describe many of the traits and behaviors of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Narcissism Component of Charismatic Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 33. Transformational leaders use a vision for the important purpose of: a. keeping team members in line. b. conducting transactions with people. c. celebrating accomplishments. d. inspiring group members.

ANSWER: d RATIONALE: Transformational leaders appeal to the ideals and values of their constituents, thereby enhancing a commitment to a carefully crafted vision. Followers and group members are inspired. See “The Impact of Transformational and Charismatic Leadership on Performance and Behavior.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.7 - Identify several of the impacts of charismatic and transformational leadership on performance and behavior.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Vision Component of Charismatic Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 34. Which of the following is not a particularly recommended place to obtain information when formulating a vision statement? a. The work of futurists as it relates to your type of work b. Your own intuition about developments in your field c. Companies that are known for unambitious business practices d. Internet search engine results to uncover vision statements formulated by others ANSWER: c RATIONALE: Although many vision statements appear as if they could be formulated in fifteen minutes, managers invest considerable time in their preparation and often use many sources of data.

See “The Vision Component of Charismatic Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.3 - Break down the visionary component of charismatic leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Vision Component of Charismatic Leadership

KEYWORDS: NOTES:

Bloom's: Knowledge Digital story: Engage

35. To apply “leadership by storytelling,” the leader should a. tell stories about unsuccessful competitors. b. tell fascinating stories about the company to employees. c. reward and punish group members based on anecdotal evidence. d. evaluate morale based on anecdotal evidence.

ANSWER: b RATIONALE: Leadership by storytelling is the technique of inspiring and instructing team members by telling fascinating stories. The technique is a major contributor to building a strong company culture. See “The Communication Style of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.4 - Describe the communication style of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Communication Style of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 36. Charismatic leaders use metaphors and analogies primarily to: a. convince group members that they are confident. b. inspire team members to higher performance. c. craft an articulate and highly emotional message. d. gear language to different audiences.

ANSWER: b RATIONALE: A well-chosen analogy or metaphor appeals to the intellect, to the imagination, and to values.

Charismatic leaders use visions for the important purpose of inspiring group members. See “The Communication Style of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.4 - Describe the communication style of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Communication Style of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 37. A leader who is a socialized charismatic is likely to: a. pursue goals that fulfill the needs of group members. b. push away other people based on annoying personal characteristics.

c. rule with an iron hand. d. rely on cognitive skills to impress people.

ANSWER: a RATIONALE: A socialized charismatic is a leader who restrains the use of power in order to benefit others.

This type of leader also attempts to bring group members’ values in line with their values.

See “Three Types of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and the three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Three Types of Charismatic Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 38. An effective vision should a. replace the company goal-setting system. b. focus on day-to-day responsibilities instead of the future. c. fulfill the dreams of the leader. d. connect with the goals and dreams of constituents.

ANSWER: d RATIONALE: A characteristic of an effective vision formulated by a leader is that it connects with the goals and dreams of constituents. See “The Development of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 39. Marcie is a charismatic leader. When she encounters Salvatore, a work associate she met once two years ago, Marcie is likely to say, a. “Hello Salvatore, good to see you again.” b. “Hello there. It's nice to meet somebody new.” c. “Hello, I vaguely recall us meeting before.” d. “Hello there, buddy. Could you give me your name again?”

ANSWER: a RATIONALE: Charismatic leaders, as well as other successful people, can usually remember the names of people they have seen only a few times. This ability is partly due to the strong personal interest charismatic leaders take in other people. See “The Development of Charisma.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 40. Max wants to develop a personal brand, so he a. develops a second identity on the Internet. b. attempts to wear as much clothing of the same brand as feasible. c. gives himself the nickname “Corporate Warrior Max.” d. studies his basket of personal strengths.

ANSWER: d RATIONALE: A current trend in career advancement is to build a personal brand. Understanding your basket of strengths forms the basis for developing your personal brand. Your identity as shown on the Internet, including social networking sites such as Facebook, is also part of your personal brand. See “The Development of Charisma.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 41. A transactional leader, in contrast to a transformational leader, is more likely to: a. inspire group members with a compelling vision. b. help group members reach self-fulfillment. c. emphasize the growth of group members. d. emphasize rewards for meeting standards.

ANSWER: d RATIONALE: A transactional leader in contrast to a transformational one is more likely to emphasize rewards for meeting standards. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Transformational Leadership Bloom's: Knowledge Digital story: Engage

42. One technique a leader uses to bring about transformations is to get people: a. focused on minor satisfactions. b. not to worry that the organization's future is threatened. c. to accept early retirement, if appropriate. d. to look beyond self-interest.

ANSWER: d RATIONALE: A transformational leader helps bring about major, positive changes by moving group members beyond their self-interests and toward the good of the group, organization, or society. The essence of transformational leadership is developing and transforming people.

See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 43. Melissa wants to bring about transformations in her organization. Which of the following would be the best recommendation for her? a. Get people to develop a short-term perspective. b. Help people understand the need for change. c. Commit people to slightly better than average performance. d. Get people to think in terms of self-interest.

ANSWER: b RATIONALE: The transformational leader must help group members understand the need for change both emotionally and intellectually. The problem is that change involves dislocation and discomfort. An effective transformational leader recognizes this emotional component to resisting change and deals with it openly. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Comprehension

NOTES:

Digital story: Connect

44. A recommended strategy for a transformational leader attempting to help a troubled organization is to concentrate resources where a. good results will bring him or her the most publicity. b. change is needed the most and the potential payoff is big. c. subordinates will be surprised. d. promises have been broken in the past.

ANSWER: b RATIONALE: A recommended strategy for a transformational leader attempting to help a troubled organization is to concentrate resources where change is needed the most and the potential payoff is big. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 45. Which of the following is the least typical characteristic of a transformational leader? a. Low standing on moral reasoning b. Encouraging personal development of staff c. Practicing empowerment d. Charisma ANSWER: a RATIONALE: While some charismatic leaders are unethical and lead their organizations and outsiders toward illegal and immoral ends, this is not an ideal characteristic in the transformational leader. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 46. Hubert Joly, the transformational CEO who came in from outside Best Buy to turn the company around, advocates all but which one of these principles (or “levers”) to improve profits? a. First, cut low wage employees in a last in, first out manner b. Cut nonsalary expenses such as travel

c. Eliminate luxury perks d. Purchase an efficient health insurance plan for the company ANSWER: a RATIONALE: Joly earned a reputation as a respected turnaround artist, yet investors say he does not fit the negative stereotype of many other such executives. “He’s more of a leader than just one of those guys that comes in and cuts everything and leaves,” said one analyst. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 47. “Facilitating proactive behavior” by the transformative leader is defined as doing which of the following? a. Terminating employees before they have a chance to poison team morale b. Rewarding employees who institute new initiatives without first seeking permission c. Giving group members more autonomy, or the autonomy to make decisions independently d. Concentrating resources on areas that need the most change ANSWER: c RATIONALE: Proactive behavior is facilitated by giving group members more autonomy, or the opportunity to make decisions independently, as revealed in a study of sixty-nine companies in the Netherlands. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 48. The concept of leadership polarity suggests that group members a. tend to intensely like or dislike leaders. b. prefer opposite traits in the same leader. c. prefer leaders much like themselves. d. prefer leaders quite opposite to themselves.

ANSWER: a RATIONALE: The concept of leadership polarity suggests that group members tend to intensely like or dislike leaders. See “Concerns about Charismatic and Transformational Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.8 - Articulate the concerns about charismatic leadership from the scientific and moral standpoint.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Concerns about Charismatic and Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 49. A challenge to the validity of charismatic leadership is that charismatic leaders may: a. be coached to be charismatic. b. be charismatic on the basis of inborn characteristics. c. be relying too heavily on an autocratic style. d. not be necessary for leadership effectiveness.

ANSWER: d RATIONALE: A problem with the concept of charisma is that it may not be necessary for leadership effectiveness. See “Concerns about Charismatic and Transformational Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.8 - Articulate the concerns about charismatic leadership from the scientific and moral standpoint.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Concerns about Charismatic and Transformational Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 50. A major concern about charismatic leadership is that a. there are not enough job openings for all the charismatic leaders. b. charismatic leaders are not usually as effective as non-charismatic leaders. c. group members sometimes follow a charismatic leader down an unethical path. d. charismatic leaders place unreasonable expectations on group members.

ANSWER: c RATIONALE: Some charismatic leaders are unethical and lead their organizations and outsiders toward illegal and immoral ends. See “Concerns about Charismatic and Transformational Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.8 - Articulate the concerns about charismatic leadership from the scientific and moral

standpoint.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Concerns about Charismatic and Transformational Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 51. Sawyer, a manager at an IT security firm, firmly believed in using his professional power for the welfare of the organization. His group members were empowered to suggest ideas and were made accountable and responsible for their actions. This shows that Sawyer is: a. a personalized charismatic. b. a socialized charismatic. c. a laissez-faire leader. d. a transactional leader.

ANSWER: b RATIONALE: A socialized charismatic restrains the use of power in order to benefit others. This type of leader also attempts to bring group members’ values in line with their values. The socialized charismatic formulates and pursues goals that fulfill the needs of group members and provide intellectual stimulation to them. Followers of socialized charismatics are autonomous, empowered, and responsible. See “Three Types of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Three Types of Charismatic Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 52. Collin, an executive of a telecom company, has an inclination to acquire more power to further his own interests. He spends lavishly on sports cars and branded watches to exhibit his power and stature. Which of the following best describes Collin’s leadership style? a. Laissez-faire leadership b. Socialized charismatic c. Personalized charismatic d. Leadership by storytelling ANSWER: c RATIONALE: Personalized charismatics serve primarily their own interests and exercise few restraints on their use of power. Personalized charismatics impose self-serving goals on constituents, and they offer consideration and support to group members only when it facilitates their own goals. Followers of personalized charismatics are typically obedient, submissive, and dependent. See “Three Types of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Three Types of Charismatic Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 53. Stephen, the CEO of an automotive company, addressed his employees in his company’s annual meeting. He remarked that the company should acquire 60 per cent of the global market share in the next 10 years, and continue to provide quality products and services to all its consumers. Stephen is acting as a: a. personalized charismatic. b. transactional leader. c. laissez-faire leader. d. visionary leader.

ANSWER: d RATIONALE: Charismatic leaders are visionary because they offer an exciting image of where the organization is headed and how to get there. A vision is more than a forecast; it describes an ideal version of the future of an entire organization or an organizational unit. See “Characteristics of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.1 - Enumerate the meanings of charisma and three types of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Charismatic Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 54. Tyson is a supervisor for a company in the agroprocessing industry. He commands the respect, confidence, and loyalty of group members by virtue of his honest and transparent policies. Tyson is: a. likely to score high on emotional intelligence. b. experiencing leadership polarity. c. an effective storyteller. d. a laissez-faire leader.

ANSWER: a RATIONALE: Transformational leaders have the respect, confidence, and loyalty of group members. One reason is that managers who use the transformational leadership style tend to score higher on emotional intelligence. A specific attribute here is that transformational leaders read emotions well. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 55. Courtney is the finance head of a tourism company. Recognizing that the company is hard-pressed financially, she decides to cancel the projects that are riskier in nature and concentrate more on developing its reliable projects. Which strategy has been adopted by Courtney? a. Romanticizing risk b. Creating a vision for the organization c. Developing a personal brand and building trust d. Concentrating resources on areas that need the most change ANSWER: d RATIONALE: The turnaround artist or transformational leader cannot take care of all problems at once in a troubled organization. A practical strategy is to get around limitations on funds, staff, or equipment by concentrating resources on problem areas that are most in need of change and have the biggest potential payoff. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 56. Darren, the CEO of an airline company, is widely regarded as a transformational leader who experiments with new innovations and managerial styles. Which of the following would likely be an outcome of Darren’s activities? a. They result in an increase in administrative expenses in the organization. b. They arouse employees to a higher level of thinking. c. Employees become less responsible for their actions. d. They lead to pessimistic thinking in employees.

ANSWER: b RATIONALE: The general picture of the impact of transformational leadership is that it can arouse followers to a higher level of thinking. Transformational leaders appeal to the ideals and values of their constituents, thereby enhancing commitment to a carefully crafted vision. See “Transformational Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Transformational Leadership Bloom's: Application Digital story: Perform

57. Davis is the CEO of a group of luxury hotels. As a committed and authentic leader, he has brought major changes in the company to attract new customers and ensure quality services. In addition, he has executed major changes in employee relations and satisfaction, causing an increase in employee productivity. Which of the following best describes Davis’ leadership style? a. Transformational b. Laissez-faire c. Polarizing d. Transactional ANSWER: a RATIONALE: Transformational leadership focuses on what the leader accomplishes, yet it still pays attention to the leader’s personal characteristics and his or her relationship with group members. The transformational leader helps bring about major, positive changes by moving group members beyond their self-interests and toward the good of the group, organization, or society. See “Transformational Leadership.”

POINTS: 1 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 58. Jonathan, the head of a technology firm, is known for his authentic leadership practices. He created a unique identity for himself in the world of successful business leaders. In this scenario, Jonathan: a. has imposed self-serving goals on constituents. b. has developed a personal brand. c. is projected as a laissez-faire leader. d. is experiencing leadership polarity.

ANSWER: b RATIONALE: A current trend in career advancement is to build a personal brand. Understanding your basket of strengths forms the basis for developing your personal brand. Your personal brand makes you unique, thereby distinguishing you from the competition. Your personal brand also helps you attract people to accept your leadership. See “The Development of Charisma.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma

KEYWORDS: NOTES:

Bloom's: Application Digital story: Perform

59. Chandler is the head of a pulp and fiber manufacturing company. Despite his keen interest in closing a deal with a distributor in a developing country, he is convinced of the emerging surveys that show a lack of demand for the company’s products. Hence, he decides to drop the project in spite of his personal interest. This shows that Chandler is: a. a personalized charismatic. b. lacks confidence. c. sensibly persistent. d. pessimistic.

ANSWER: c RATIONALE: Closely related to the high energy level of charismatics is their almost-never-accept-no attitude, or being sensibly persistent. Outstanding leaders and individual contributors also know when to cut their losses. If an idea or a product will not work, the sensible charismatic absorbs the loss and moves in another, more profitable direction. See “The Development of Charisma.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Charisma KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 60. A charismatic leader goes beyond the ordinary use of public social networking sites. Which message is an example of a charismatic use of social networking sites? a. “This new breakthrough in our drug formulation could serve as a key to destroy all our competitors completely and emerge as the number-one brand in the industry.” b. “Our company has achieved 25 percent annual growth in the recently declared estimates of the previous financial year. I would like to thank all the employees for their contribution and hard work.” c. “Dear Wilson, I would like to inform you that your contract will be terminated from the company effective June 31st, 2015, owing to the proposal by your competitor to supply products at a lower price.” d. “Heading off to the beautiful island nation of Madagascar! A much needed break from this monotonous work schedule.”

ANSWER: b RATIONALE: A charismatic use of social networking sites is to post messages designed to inspire, motivate, and make group members feel good about themselves and the organization. Despite the positive use of social networking sites to project charisma, the leader has to guard against posting sensitive information, such as an idea for a new product or service, or legal problems the company might be facing. See “The Communication Style of Charismatic Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 3.4 - Describe the communication style of charismatic leaders.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Communication Style of Charismatic Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 61. Richard, the CEO of an oil and gas exploration company, indulges in excessive risk-taking behavior and adopts unconventional strategies to achieve higher profits. Though it helped him initially to acquire quick wealth and fame, it becomes unsustainable for him to latch on to the same strategy for long. If you were Richard’s advisor, what would you suggest to Richard if he wants to be considered a charismatic leader?

ANSWER: As a leader, Richard seems to have embraced too many risk-taking qualities. He needs to bring this quality under control, even though charismatic leaders sometimes romanticize risk.

They enjoy risk so much that they feel empty in its absence. Jim Barksdale, now a venture capitalist for online startup companies and former CEO of Netscape, says that the fear of failure is what increases your heart rate. As great opportunists, charismatic people yearn to accomplish activities others have never done before. Risk taking adds to a person’s charisma because others admire such courage. In addition to treasuring risk, charismatic leaders use unconventional strategies to achieve success.

Richard, to be perceived as a charismatic leader, should channel his efforts into developing vision for his organization. A major buzzword in leadership and management is vision, the ability to imagine different and better future conditions and ways to achieve them. A vision is a lofty, long-term goal. An effective leader is supposed to have a vision, whereas an ineffective leader either lacks a vision or has an unclear one. Being a visionary is far from an ordinary task, and recent research in neuroscience suggests that visionary leaders use their brain differently than others.

Creating a vision is one of the major tasks of top management, yet quite often vision statements fail to inspire constituents. According to Jim Collins, a vision statement is likely to be more inspirational when it combines three elements: 1. A reason for being beyond making money.

2. Timeless, unchanging core values.

3. Ambitious but achievable goals.

Mechanisms should then be established that set the values into action. After vision statements have been formulated, a wide range of employees must be involved in implementing the vision.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 3.2 - Describe many of the traits and behaviors of charismatic leaders.

3.3 - Break down the visionary components of charismatic leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Charismatic Leaders, The Vision Component of Charismatic Leadership KEYWORDS: Bloom's: Evaluate NOTES: Digital story: Lead 62. Enrique is the CEO of a leading information technology firm. His organization is largely successful owing to his excellent technical and strategic skills. However, despite his company having an impressive story to tell the world, the introverted Enrique is not able to narrate his business success effectively. What would you suggest to Enrique to improve his charismatic personality?

ANSWER:

A significant aspect of the communication style of charismatic and transformational leaders is that they make extensive use of memorable stories to get messages across. Enrique should develop his storytelling abilities. Leadership by storytelling is the technique of inspiring and instructing team members by telling fascinating stories. This technique is a major contributor to building a strong company culture. Storytelling also helps bring out the need for organizational change.

Also, Enrique should deliberately act to overcome his introverted nature. A major behavior pattern of charismatic people is their combination of enthusiasm, optimism, and high energy.

Without a strong presence of all three characteristics, a person is unlikely to be perceived as charismatic by many people. A remarkable quality of charismatic people is that they maintain high enthusiasm, optimism, and energy throughout their entire workday and beyond.

Elevating energy level takes considerable work, but here are a few feasible suggestions: 1. Get ample rest at night, and sneak in a fifteen-minute nap during the day when possible. If you have a dinner meeting where you want to shine, take a shower and nap before the meeting.

2. Exercise every day for at least ten minutes, including walking. No excuses are allowed, such as being too busy or too tired or the weather being a handicap.

3. Switch to a healthy, energy-enhancing diet.

4. Keep chopping away at your to-do list, so you do not have unfinished tasks on your mind—they will drain your energy.

An action orientation helps one be enthusiastic, optimistic, and energetic. “Let’s do it” is the battle cry of the charismatic person. An action orientation also means that the charismatic person prefers not to agonize over dozens of facts and nuances before making a decision.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 3.4 - Describe the communication style of charismatic leaders.

3.5 - Assemble an action plan for developing your charisma.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Communication Style of Charismatic Leaders, The Development of Charisma KEYWORDS: Bloom's: Evaluate NOTES: Digital story: Lead

63. Gilbert, a successful business leader, finds that his employees have become complacent following initial business success. This has resulted in a reduction in profits and market share. If you were Gilbert, what steps would you take to tackle complacency in employees and improve your role as a charismatic leader? Considering yourself as a charismatic leader, what do you think are the risks associated with this kind of leadership?

ANSWER: Peter Koestenbaum argues that business can be an opportunity for individual and organizational greatness. By adopting a greatness attitude, leaders can ennoble human nature and strengthen societies. Greatness encompasses striving for business effectiveness such as profits and high stock value, as well as impeccable ethics. An emphasis on ethical leadership instills a desire for quality customer service and fosters feelings of proprietorship and involvement. A commitment to greatness is, of course, important for all leaders, not just those who are transformational.

Another way in which transformational leaders bring about transformations is to facilitate proactive behavior on the part of subordinates. By being proactive, subordinates take the initiative to bring about positive change. Proactive behavior is facilitated by giving group members more autonomy or the opportunity to make decisions independently. In addition to being granted autonomy, workers are more likely to be proactive if they have self-perceived

ability to perform proactive tasks successfully (role breadth self-efficacy).

Some people believe that charismatic leadership can be exercised for evil purposes. Some charismatic leaders are unethical and lead their organizations and outsiders toward illegal and immoral ends. People are willing to follow the charismatic leader down a quasilegal path because of their personal magnetism.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 3.6 - Cite the nature of transformational leadership.

3.8 - Articulate the concerns about charismatic leadership from the scientific and moral standpoint.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Transformational Leadership, Concerns about Charismatic and Transformational Leadership KEYWORDS: Bloom's: Evaluate NOTES: Digital story: Lead

Chapter 04: Leadership Behaviors, Attitudes, and Styles 1. Leadership effectiveness is typically measured by either objective data about results or subjective data about the perceptions of a leader. a. True b. False ANSWER: True RATIONALE: Leadership effectiveness is typically measured by two key criteria. The first criterion relates to objective data, such as those dealing with sales, production, safety, number of patents produced by the group, cost cutting, or staying within budget. The second criterion focuses on judgments by others about the leader’s effectiveness, such as a plant manager rating a supervisor or the board rating a CEO. POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4.1 - Characterize the key leadership dimensions of initiating structure and consideration.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Classic Dimensions of Consideration and Initiating Structure KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 2. A leader scoring high on the dimension of consideration would typically be authoritarian and impersonal in relationships with subordinates. a. True b. False ANSWER: False RATIONALE: Leaders who score high on the consideration factor typically are friendly and trustful, earn respect, and have a warm relationship with team members. Leaders with low scores on the consideration factor typically are authoritarian and impersonal in their relationships with group members.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4.1 - Characterize the key leadership dimensions of initiating structure and consideration.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Classic Dimensions of Consideration and Initiating Structure KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 3. The factors of hard work and initiating structure are considered the two most important dimensions of leadership behavior. a. True b. False ANSWER: False

RATIONALE:

Leaders were asked to rate themselves on leadership dimensions. Two leadership dimensions accounted for 85 percent of the descriptions of leadership behavior: consideration and initiating structure.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4.1 - Characterize the key leadership dimensions of initiating structure and consideration.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Classic Dimensions of Consideration and Initiating Structure KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage

4. Making connections with people is part of the leadership dimension of initiating structure. a. True b. False ANSWER: False RATIONALE: A key example of consideration is making connections with people.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 4.1 - Characterize the key leadership dimensions of initiating structure and consideration.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Classic Dimensions of Consideration and Initiating Structure KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 5. It is noteworthy to recognize that it is easier to develop or modify traits than to develop behaviors. a. True b. False ANSWER: True RATIONALE: It is noteworthy to recognize that it is easier to develop behaviors than to develop or modify traits.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage

6. A manager’s expectation of success or failure becomes a self-fulfilling prophecy because the perceptions contribute to success or failure. a. True b. False ANSWER: True RATIONALE: A manager’s expectation of success or failure becomes a self-fulfilling prophecy because the perceptions contribute to success or failure.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 7. A recommended strategy for getting the most out of workers is to focus on patching their weaknesses rather than capitalizing on their strengths. a. True b. False ANSWER: False RATIONALE: An axiom of effective leadership and management is to make good use of the strengths of group members rather than concentrating on patching up areas for improvement.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 8. A problem noted with the leader providing too much hands-on guidance is that it can be a symptom of poor delegation. a. True b. False ANSWER: True RATIONALE: The leader who provides hands-on guidance helps the group accomplish important tasks; at the same time, group members learn important skills. Too much guidance of this nature, however, can be a symptom of poor delegation and micromanagement.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 9. Being open to worker opinions is part of the initiating structure dimension, and it is also central to autocratic leadership. a. True b. False ANSWER: False RATIONALE: Being open to worker opinions is part of the consideration dimension and is central to participative leadership.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 10. Promoting values and principles that contribute to the welfare of individuals and organizations can be classified as task-oriented. a. True b. False ANSWER: True RATIONALE: A major part of a top leader’s role is to help promote values and principles that contribute to the welfare of individuals and organizations. This promotion can be classified as relationshiporiented because it deals directly with the emotions and attitudes of people, and indirectly with the task.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 11. Alignment incorporates getting the group working together smoothly.

a. True b. False ANSWER: True RATIONALE: Alignment incorporates getting the group working together smoothly.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 12. Relationship behaviors for inspiring people include the simple acts of being visible and available. a. True b. False ANSWER: True RATIONALE: Because human contact and connections reinforce inspiration, another aspect of being inspirational is being visible and available.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 13. Giving workers an opportunity to satisfy lower-level needs is an effective way of inspiring them. a. True b. False ANSWER: False RATIONALE: To inspire people, effective leaders motivate them by satisfying higher-level needs such as needs for achievement, personal growth, a sense of belonging, recognition, self-esteem, and a feeling of control over one’s life.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Relationship-Oriented Attitudes and Behaviors Bloom’s: Knowledge Digital Story: Engage

14. Participative decision-making is one way of giving group members emotional support. a. True b. False ANSWER: True RATIONALE: One of the many work-related ways of encouraging people is to ask for their input about important decisions.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 15. A potential problem with 360-degree feedback is its anonymity. a. True b. False ANSWER: True RATIONALE: A potential problem with 360-degree feedback is its anonymity.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.07 - Identify how leaders use 360-degree feedback to improve their performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: 360-Degree Feedback for Fine-Tuning a Leadership Approach KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 16. The autocratic leader seeks to do what is morally right, even if it is not financially rewarding. a. True b. False ANSWER: False RATIONALE: The servant leader seeks to do what is morally right, even if it is not financially rewarding.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 17. An advantage of the participative leadership styles is that they substantially reduce the amount of time spent in committee meetings. a. True b. False ANSWER: False RATIONALE: Participative leadership does have some problems. It often results in extensive and timeconsuming team meetings and committee work.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 18. The teamwork approach is built into the participative leadership style. a. True b. False ANSWER: True RATIONALE: The participative style encompasses the teamwork approach. Predominant behaviors of participative leaders include coaching team members, negotiating their demands, and collaborating with others.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 19. When an employee falls short of expectations, women are more likely to buffer criticism by finding something praiseworthy. a. True

b. False ANSWER: RATIONALE:

True When an employee falls short of expectations, women are more likely to buffer criticism by finding something praiseworthy.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 20. A perform-or-perish culture calls for more of a consensus style of leadership. a. True b. False ANSWER: True RATIONALE: A friendly, collaborative culture calls for more of a consensus style of leadership. In contrast, in a perform-or-perish culture, a more directive or autocratic leadership style will be effective.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 04.08 - Pinpoint how to choose the most appropriate leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 21. The consideration dimension of leadership behavior includes how well the leader creates an environment of a. increased concern for financial controls b. carefully controlled work procedures c. emotional support, warmth, friendliness, and trust d. careful concern for organizational productivity ANSWER: RATIONALE: POINTS: DIFFICULTY: QUESTION TYPE:

.

c Consideration is the degree to which the leader creates an environment of emotional support, warmth, friendliness, and trust.

1 Easy Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 4.1 - Characterize the key leadership dimensions of initiating structure and consideration.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Classic Dimensions of Consideration and Initiating Structure KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 22. A leader who scored high on initiating structure would . a. emphasize work scheduling and assigning tasks b. disregard the feelings of team members c. emphasize listening and personal warmth d. strive to keep the group informed ANSWER: a RATIONALE: Initiating structure means organizing and defining relationships in the group by engaging in such activities as assigning specific tasks, specifying procedures to be followed, scheduling work, and clarifying expectations for team members.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 4.1 - Characterize the key leadership dimensions of initiating structure and consideration.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Classic Dimensions of Consideration and Initiating Structure KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 23. In the Pygmalion effect, group members a. rebel against high expectations b. respond only to verbal signals c. live up to expectations set for them d. become uncomfortable when placed under heavy pressure ANSWER: c RATIONALE: When performance is measured against high standards, productivity is likely to increase because people tend to live up to the expectations of their superiors. This is called the Pygmalion effect POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge

NOTES:

Digital story: Engage

24. Division manager Cassandra wants to get the most out of her direct reports. A good strategy would be for her to . a. establish penalties for her direct reports who display weaknesses b. teach her direct reports new strengths c. focus on patching up the weaknesses of her direct reports d. concentrate on the strengths of her direct reports ANSWER: d RATIONALE: An axiom of effective leadership and management is to make good use of the strengths of group members rather than concentrating on patching up areas for improvement.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 25. Providing group members with too little hands-on guidance about how to accomplish important work can be a symptom of . a. micromanagement b. macromanagement c. poor delegation d. management openness ANSWER: b RATIONALE: The leader who provides hands-on guidance helps the group accomplish important tasks; at the same time, group members learn important skills. Too much guidance of this nature, however, can be a symptom of poor delegation and micromanagement (managing too closely). Too little guidance, and macromanagement is the result, in which the manager gives too little or no direction to group members.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Comprehension NOTES: Digital story: Connect 26. If hands-on guidance is carried to the extreme, it can result in a. team-management

.

b. rapid skill-development of the group member c. micromanagement d. alignment of people ANSWER: c RATIONALE: The leader who provides hands-on guidance helps the group accomplish important tasks; at the same time, group members learn important skills. Too much guidance of this nature, however, can be a symptom of poor delegation and micromanagement.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Comprehension NOTES: Digital story: Connect 27. Without appropriate , the leader can rarely influence the actions of group members. a. performance feedback b. vision formulation c. customer focus d. risk taking and a bias for action ANSWER: a RATIONALE: Closely related to guidance is giving frequent feedback on performance. The leader can rarely influence the actions of group members without appropriate performance feedback.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Comprehension NOTES: Digital story: Connect 28. The purpose of a tough question by a leader is to help the person or group . a. stop and think about why they are doing or not doing something b. understand that they deserve to be punished c. overcome a loss in self-confidence d. realize how much they have to learn ANSWER: a RATIONALE: A tough question makes a person or group stop and think about why they are doing or not doing something.

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital story: Engage 29. When workers are aligned, they tend to . a. oppose many management policies b. work at cross-purposes with each other c. follow directions without question d. pull together for a higher purpose ANSWER: d RATIONALE: After being aligned, organizational members can pull together toward a higher purpose.

Alignment also incorporates getting the group working together smoothly.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Comprehension NOTES: Digital story: Connect 30. A leader engages in management openness when they . a. encourage subordinates to voice their opinion b. inform subordinates of his career plans c. publish salary data on the intranet d. freely criticize subordinates when they make a mistake ANSWER: a RATIONALE: A major part of relationship-oriented leadership is to engage in management openness, or a set of leader behaviors particularly relevant to subordinates’ motivation to voice their opinions.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors

KEYWORDS: NOTES:

Bloom’s: Comprehension Digital story: Connect

31. An important way of inspiring people is to . a. satisfy their lower-level needs b. satisfy their higher-level needs c. implement tight control mechanisms d. place self-interest before service ANSWER: b RATIONALE: To inspire people, effective leaders motivate them by satisfying higher-level needs, such as needs for achievement, personal growth, a sense of belonging, recognition, self-esteem, and a feeling of control over one’s life.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Comprehension NOTES: Digital story: Connect 32. A direct way of being a supportive leader is to . a. provide considerable structure to group members b. give frequent encouragement and praise c. engage heavily in goal setting d. establish the right values and principles ANSWER: b RATIONALE: A supportive leader gives frequent encouragement and praise and also displays caring and kindness, even about nonwork-related matters such as the health of a worker’s ill family member.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom’s: Knowledge NOTES: Digital story: Engage 33. A top leader is supposed to help promote values and principles that a. encourage employees to compete against one another b. line up squarely with company advertising

.

c. create a public image of harmony d. contribute to the welfare of individuals and the organization ANSWER: d RATIONALE: A major part of a top leader’s role is to help promote values and principles that contribute to the welfare of individuals and organizations.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Describe at least five relationship-oriented attitudes and behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 34. The major thrust of the servant leader is to . a. work on behalf of group members to help them achieve their goals b. act humbly yet search for individual glory c. think first in terms of the stockholder d. place self-interest before service ANSWER: a RATIONALE: A servant leader serves constituents by working on their behalf to help them achieve their goals, not the leader’s own goals.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.05 - Characterize the servant leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 35. A(n) type of leader is most likely to play the role of the Good Samaritan. a. autocratic b. servant c. consensus d. team ANSWER: b RATIONALE: A servant leader looks for opportunities to play the Good Samaritan.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 04.05 - Characterize the servant leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Relationship-Oriented Attitudes and Behaviors KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 36. A key part of 360-degree feedback is for leaders to . a. receive feedback from those who work with and for them. b. use a circular form for evaluating others. c. receive both positive and negative feedback almost daily. d. receive a little feedback almost every workday.

ANSWER: a RATIONALE: 360-degree feedback is a formal evaluation of superiors based on input from people who work for and with them, sometimes including customers and suppliers.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.07 - Identify how leaders use 360-degree feedback to improve their performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: 360-Degree Feedback for Fine-Tuning a Leadership Approach KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 37. Suggestions for making better use of 360-degree surveys include . a. customizing the assessment dimensions based on the leadership competencies that are associated with success b. ensuring that managers perceive the feedback as being geared toward administrative control rather than personal development c. identifying the lower-order needs of the workers that are to be fulfilled d. encouraging workers to give and receive feedback as per their choice ANSWER: a RATIONALE: To make better use of 360-degree surveys, customize the assessment dimensions based on the leadership competencies that are associated with success in your organization.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.07 - Identify how leaders use 360-degree feedback to improve their performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: 360-Degree Feedback for Fine-Tuning a Leadership Approach KEYWORDS: Bloom’s: Comprehension NOTES: Digital Story: Connect

38. The generally accepted leadership style in the modern organization is the . a. micromanagement style b. participative style c. democratic form of participative style d. autocratic style ANSWER: b RATIONALE: Sharing decision-making with group members and working with them side by side has become the generally accepted leadership approach in the modern organization.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 39. A consultative leader . a. confers with the group before making a decision b. consults reference sources before making a decision c. turns over decision-making authority to the group d. takes a vote before reaching a decision ANSWER: a RATIONALE: Consultative leaders confer with group members before making a decision. However, they retain the final authority to make decisions.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 40. Participative management is likely to work the best with a. employees in a large bureaucracy. b. competent, intelligent people. c. shy and nonassertive employees. d. employees in small, entrepreneurial firms.

ANSWER: b RATIONALE: The participative style is well suited to managing competent people who are eager to assume

responsibility. Such people want to get involved in making decisions and giving feedback to management.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Comprehension NOTES: Digital Story: Connect 41. A research study found that employees who reported to a manager with a laissez-faire leadership style a. performed poorly. b. believed the manager did not grant them enough freedom. c. enjoyed the structure and close guidance. d. worked quite hard to avoid being disciplined.

ANSWER: a RATIONALE: In extreme micromanagement, which is referred to as the laissez-faire leadership style, workers are given too little direction and perform poorly.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 42. As a CEO, Anna is respected by her subordinates because she focuses on future business opportunities, responds quickly to market challenges, takes sensible risks, and is enthusiastic every day at work. Her leadership style might be categorized as leadership. a. autocratic b. entrepreneurial c. servant d. participative ANSWER: b RATIONALE: Although some authorities disagree about whether an entrepreneurial personality exists, evidence is accumulating that many entrepreneurs share a recognizable personality pattern.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Comprehension NOTES: Digital Story: Connect 43. Jeremy, a low-level employee at a textbook publishing company, is motivated by the fact that his manager often takes time to discuss his future in the publishing industry, suggesting interesting directions his job might take and offering him career assistance. Jeremy’s manager could be referred to as a leader. a. autocratic b. servant c. participative d. entrepreneurial ANSWER: b RATIONALE: A servant leader is more concerned with helping others than with acquiring power, prestige, financial reward, and status.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.05 - Characterize the servant leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 44. A pronounced characteristic of an entrepreneurial leader is . a. a reliance on others to take the big risks b. a preference for taking huge risks c. a cautious attitude toward taking risks d. a sensible risk-taking approach ANSWER: d RATIONALE: Entrepreneurs are known for their sensible risk-taking approach. Because entrepreneurs take sensible risks, many do not perceive themselves as being risk takers—just as many tightrope walkers believe they are not taking risks because they perceive themselves to be in control.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Leadership Styles Bloom’s: Knowledge Digital Story: Engage

45. An entrepreneurial leader is most likely to . a. have high enthusiasm and creativity b. have a moderate achievement drive c. be calm and deliberate when an opportunity arises d. work smoothly within a bureaucracy ANSWER: a RATIONALE: Entrepreneurs are highly enthusiastic, partially because they are so excited about their achievements.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 46. An entrepreneurial leader is least likely to . a. have a strong achievement drive and sensible risk taking b. thrive on hierarchy and routine c. act quickly when opportunity arises d. have a visionary perspective combined with tenacity ANSWER: b RATIONALE: Entrepreneurs are not ideally suited by temperament to work within the mainstream of a bureaucracy. Many successful entrepreneurs were once frustrated by the constraints of a bureaucratic system.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 47. Judy Rosener contended that male leaders, in contrast to female leaders, are more inclined to

.

a. manage by rewards b. rely on interpersonal skills c. practice participative leadership d. use a command-and-control style ANSWER: d RATIONALE: Judy Rosener, a specialist in workplace gender issues, concluded that men and women do tend toward opposite styles. Based on self-reports, she found that men tended toward a command-and-control style.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Knowledge NOTES: Digital Story: Engage 48. Male leaders are most likely to . a. be more relationship oriented in their leadership b. be more concerned with building cordial relations c. disseminate information and demonstrate competence d. rely heavily on interpersonal skills and tend toward a transformational style ANSWER: c RATIONALE: Men focus more on disseminating information and demonstrating competence. Women are more likely to choose a relationship-oriented leadership style.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Comprehension NOTES: Digital Story: Connect 49. Which statement is true about the gender differences in effectiveness between men and women leaders? a. Men were rated higher on relationship-oriented leadership skills. b. Men were rated lower on orientation toward strategic planning and organizational vision. c. Women were rated lower on orientation toward production and obtaining results. d. Women were rated higher on relationship-oriented leadership skills.

ANSWER: d

RATIONALE:

Men focus more on disseminating information and demonstrating competence. Women are more likely to choose a relationship-oriented leadership style.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Comprehension NOTES: Digital Story: Connect 50. Leaders who obtain the best results typically use . a. several different styles in one week b. the style recommended by the board c. the style recommended by the group members d. whatever style matches the latest management fad ANSWER: a RATIONALE: A study of 3,000 executives revealed that leaders who get the best results do not rely on one style. Instead, they use several different styles in one week, such as being autocratic in some situations and democratic in others.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.08 - Pinpoint how to choose the most appropriate leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Comprehension NOTES: Digital Story: Connect 51. John, the chief marketing officer of Neptune. Inc., is working closely with his team to develop a series of marketing campaigns for a newly launched product. John is considered to be a leader who is high on consideration by his employees.

The employees’ impression of John could stem from the fact that he . a. emphasizes on completing the marketing campaigns within the stipulated deadlines b. ensures that people in the work group are being utilized to the best of their capacity c. experiments with his innovative marketing strategies in the work group d. ensures that he provides the members of his team with breakfast once a month ANSWER: d RATIONALE: Leaders who score high on the consideration factor typically are friendly and trustful, earn respect, and have a warm relationship with team members.

POINTS: 1 DIFFICULTY: Challenging

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Characterize the key leadership dimensions of initiating structure and consideration.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: The Classic Dimensions of Consideration and Initiating Structure KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 52. Stephen, chief financial officer of Pluto Inc., is considered to be a very organized and disciplined leader by his employees, thus scoring high on the dimension of initiating structure. This impression of Stephen could stem from the fact that he . a. provides some monetary assistance to help an employee educate his children b. is never biased or favors an employee over the other c. arranges to set up a gymnasium for the members of his team d. emphasizes completing work on time without any unreasonable delays ANSWER: d RATIONALE: A initiating structure means organizing and defining relationships in the group by engaging in such activities as assigning specific tasks, specifying procedures to be followed, scheduling work, and clarifying expectations for team members.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Characterize the key leadership dimensions of initiating structure and consideration.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: The Classic Dimensions of Consideration and Initiating Structure KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 53. Peter, the team leader of IntraCall Inc, is not satisfied with the performance of his team due to the negative feedback and innumerous complaints received by dissatisfied callers. Which measure can Peter adopt to build the reputation of his team and be considered an effective leader? a. He should identify and fire employees and reshuffle the entire team. b. He should concentrate on honing the strengths of his employees and putting them to best practice. c. He should concentrate on the weaknesses of his employees and focus on patching up such areas. d. He should focus on providing solutions to problems rather than asking tough questions.

ANSWER: b RATIONALE: An axiom of effective leadership and management is to make good use of the strengths of group members rather than concentrating effort on patching up areas for improvement.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 54. Keith, the chief financial officer of MoneyPro Inc., a stock brokerage firm, is unhappy with the performance of his firm in the last quarter. He blames the lackadaisical attitude of his group members for the firm’s poor performance. Which of the following measures should Keith adopt to protect the investors of his firm and increase his effectiveness as a leader? a. He should concentrate on the weaknesses of his group members and focus on patching up such. b. He should provide his group members with excessive feedback on good investment options. c. He should focus on micromanaging his group members in order to reduce any possible chances of inefficiency. d. He should further raise funds from the market and be willing to invest them in riskier options to ensure maximum yield.

ANSWER: d RATIONALE: To bring about constructive change, the leader must take risks and be willing to implement those risky decisions.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Task-Related Attitudes and Behaviors KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 55. Martha, the chief designer of StyleSmartz, is considered a role model by her design team members for her role as an effective leader and her relationship-oriented attitudes and behaviors. Martha is considered an effective leader by the team due to her tendency to . a. motivate employees by satisfying their basic necessities or low-level needs b. adopt a zero-tolerance stand on erring and unproductive employees c. discourage employees from letting their emotions affect their work d. engage in management openness by encouraging members to voice their opinion ANSWER: d RATIONALE: A major part of relationship-oriented leadership is to engage in management openness, or a set of leader behaviors particularly relevant to subordinates’ motivation to voice their opinion.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Articulate at least five task-oriented leadership behaviors and attitudes.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - Leadership Principles Relationship-Oriented Attitudes and Behaviors Bloom’s: Application Digital Story: Perform

56. Which leader reflects the key aspects of servant leadership? a. James is driven by the desire to satisfy his needs of acquiring power and prestige. b. Roger attempts to impose his solutions to problems faced by his team members. c. Julia conveys to her group members to keep their emotions at bay at their workplace. d. Angelina focuses on what is feasible to accomplish despite being very idealistic in nature.

ANSWER: d RATIONALE: Even though the servant leader is idealistic, they recognize that one individual cannot accomplish everything. Therefore, the leader listens carefully to the array of problems facing group members and then concentrates on a few.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.05 - Characterize the servant leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 57. Emily, the product development manager of JuzTel, seeks suggestions from her team members for improvising on the company’s existing range of cell phones. The team members pour in their suggestions and Emily takes the final call on the inputs received by them. In this scenario, Emily is portrayed as a(n) . a. democratic leader b. autocratic leader c. consultative leader d. consensus leader ANSWER: c RATIONALE: Consultative leaders confer with group members before making a decision. However, they retain the final authority to make decisions.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform

58. Katie, the marketing head of MeDiASure, a digital marketing agency, entrusts her team with the task of conceptualizing innovative marketing strategies for a client. Katie collects the group’s opinion and lets the team take the final call on the most suitable strategies. In this scenario, Katie is assuming the role of a(n) . a. consensus leader b. consultative leader c. autocratic leader d. democratic leader ANSWER: d RATIONALE: Democratic leaders confer final authority on the group. They function as collectors of group opinion and take a vote before making a decision.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 59. Jessica, the chief fashion designer at ApparelDezire, consults her team for designs to be showcased in the upcoming fashion week. Jessica decides on a couple of designs based on the suggestion of group members and the ones she feels the group would agree upon. Jessica’s decision is attributed to the style of leadership. a. autocratic b. consensus c. democratic d. consultative ANSWER: b RATIONALE: Consensus leaders encourage group discussion about an issue and then make a decision that reflects consensus and that group members will support.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 60. David, the chief security officer of SimplyBuy.com, an e-commerce initiative, makes decisions regarding the enhancement of data security of the company’s clients on his own, assuming that other members will comply. David’s decision-making strategy is attributed to the style of leadership. a. autocratic b. consultative

c. democratic d. consensus ANSWER: RATIONALE:

a In contrast to participative leaders are autocratic leaders, who retain most of the authority.

They make decisions confidently, assume that group members will comply, and are not overly concerned with group members’ attitudes toward a decision.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 61. Joseph has been appointed as the chief marketing officer of an automobile manufacturer. Joseph feels he was appointed due to his belief that true leadership emerges from a deep desire to help others. What is the primary motivation for Joseph’s belief? What are the ways in which Joseph can fulfill the purpose of his appointment and his desire to serve others?

ANSWER: A servant leader serves constituents by working on their behalf to help them achieve their goals, not the leader’s own goals. Serving others, including employees, customers, and community, is the primary motivation for the servant leader.

A servant leader is therefore a moral leader. Servant leadership has been accomplished when group members become wiser, healthier, and more autonomous. The following key aspects of servant leadership should be incorporated by Joseph in order to fulfill his desire to serve others: Place service before self-interest. A servant leader is more concerned with helping others than with acquiring power, prestige, financial reward, and status. The servant leader seeks to do what is morally right, even if it is not financially rewarding. He or she is conscious of the needs of others and is driven by a desire to satisfy them.

Listen first to express confidence in others. The servant leader makes a deep commitment to listening in order to get to know the concerns, requirements, and problems of group members. Instead of attempting to impose his or her will on others, the servant leader listens carefully to understand what course of action will help others accomplish their goals. After understanding others, the best course of action can be chosen.

Inspire trust by being trustworthy. Being trustworthy is a foundation behavior of the servant leader. He or she is scrupulously honest with others, gives up control, and focuses on the well-being of others.

Focus on what is feasible to accomplish. Even though the servant leader is idealistic, he or she recognizes that one individual cannot accomplish everything. Therefore, the leader listens carefully to the array of problems facing group members and then concentrates on a few.

Lend a hand. A servant leader looks for opportunities to play the Good Samaritan.

Provide emotional healing. A servant leader shows sensitivity to the personal concerns of

group members, such as a worker being worried about taking care of a disabled parent.

Act as a role model for other organizational members to emphasize service. As a result of the behaviors just described, servant leaders often ignite a cycle of service by acting as a role model servant behavior.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 04.05 - Characterize the servant leadership style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform 62. Erin, the marketing head of a luxury hotel, always considers the inputs of her marketing team in all decisions regarding new marketing strategies and branding exercises. What various behaviors can Erin adopt to be considered an effective participative leader? What are some problems she might encounter while adopting a participative style of leadership?

ANSWER: Participative leaders share decision making with group members. The terms shared leadership, collaborative leadership, and team leadership all refer to the same idea as participative leadership. Participative leadership encompasses so many behaviors that it can be divided into three subtypes: consultative, consensus, and democratic.

Consultative leaders confer with group members before making a decision. However, they retain the final authority to make decisions. Consensus leaders strive for consensus. They encourage group discussion about an issue and then make a decision that reflects general agreement and that group members will support. All workers who will be involved in the consequences of a decision have an opportunity to provide input. A decision is not considered final until it appears that all parties involved will at least support the decision.

Democratic leaders confer final authority on the group. They function as collectors of group opinion and take a vote before making a decision.

Participative leadership does have some problems. It often results in extensive, timeconsuming team meetings and committee work. Also, consensus and democratic leaders are sometimes accused of providing too little direction or being macromanagers. Sometimes, participative leadership is carried to extremes. Team members are consulted about trivial things that management could easily handle independently. Another problem is that many managers still believe that sharing decision-making with members reduces their power.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 04.04 - Compare the participative and autocratic leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles

TOPICS: KEYWORDS: NOTES:

Leadership Styles Bloom’s: Application Digital Story: Perform

63. Jack, an investment banker, wishes to quit his company and start one on his own. He dreams of getting his company listed on the Fortune 500 within a year of its incorporation and is willing to undertake all possible risks to make his dream a reality. What are the various traits/characteristics that can be attributed to Jack’s entrepreneurial style of leadership?

ANSWER: Strong achievement drive and sensible risk taking. Entrepreneurs have stronger achievement motives than most leaders. Building a business is an excellent vehicle for accomplishment and risk taking.

High degree of enthusiasm and passion. Entrepreneurs are highly enthusiastic, partially because they are so excited about their achievements.

Typical pattern of being proactive. Leon C. Prieto argues that the proactive personality has potential for providing additional insight into how personality traits are related to entrepreneurship.

Tendency to act quickly when opportunity arises. Entrepreneurs are noted for seizing upon opportunity, as part of their proactivity. When a deal is on the horizon, they push themselves and those around them extra hard. Entrepreneurs are always in a hurry.

Visionary perspective combined with tenacity. Entrepreneurs, at their best, are visionaries.

As with other types of effective leaders, they see opportunities others fail to observe.

Dislike of hierarchy and bureaucracy. Entrepreneurs are not ideally suited by temperament to work within the mainstream of a bureaucracy.

Preference for dealing with external customers. One reason that entrepreneurs have difficulty with bureaucracy is that they focus their energies on products, services, and customers, rather than on employees.

Eye on the future. Entrepreneurs have the pronounced characteristic of thinking about future deals and business opportunities even before a current business is running smoothly.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 04.06 - Present the case for the entrepreneurial style of leadership and for gender differences in leadership styles.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - Leadership Principles TOPICS: Leadership Styles KEYWORDS: Bloom’s: Application NOTES: Digital Story: Perform

Chapter 05: Contingency and Situational Leadership 1. Contingency theories of leadership specify the personal characteristics of the leader that will contribute to effectiveness in a wide variety of situations. a. True b. False ANSWER: False RATIONALE: Contingency theorists believe that forces in the situation are three times as strong as the leader’s personal characteristics in shaping his or her behavior. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership objectives.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 2. An example of a situational force in leadership is group member characteristics. a. True b. False ANSWER: True RATIONALE: The essence of a contingency approach to leadership is that leaders are most effective when they make their behavior contingent on situational forces, including group member characteristics. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership objectives.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. According to Fiedler's theory, task-motivated leaders perform the best in situations of high control and low control. a. True b. False ANSWER: True RATIONALE: According to Fiedler's theory, task-motivated leaders perform best when they have the most control and the least control. See “Fiedler’s Contingency Theory of Leadership Effectiveness.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.2 - Present an overview of Fiedler’s contingency theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Fiedler’s Contingency Theory of Leadership Effectiveness KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 4. According to Fiedler's theory, relationship-motivated leaders perform the best in situations of low control. a. True b. False ANSWER: False RATIONALE: According to Fiedler's theory, relationship motivated leaders perform best when they have moderate control. See “Fiedler’s Contingency Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.2 - Present an overview of Fiedler’s contingency theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Fiedler’s Contingency Theory of Leadership Effectiveness KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. A major proposition of the path-goal theory is that the leader should engage in behaviors that run counter to the subordinates' environment and abilities. a. True b. False ANSWER: False RATIONALE: The major proposition of path-goal theory is that the manager should choose a leadership style that takes into account the characteristics of the group members and the demands of the task. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

6. If a leader wants to practice the path-goal theory of leadership, they should be prepared to compensate for the deficiencies of subordinates. a. True b. False ANSWER: True RATIONALE: Leaders should engage in these behaviors in a manner that compensates for deficiencies and that enhances subordinate satisfactions as well as individual and work unit performance. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 7. According to the path-goal theory, the participative style is recommended when group members are performing repetitive tasks. a. True b. False ANSWER: False RATIONALE: The participative leader is best suited for improving the morale of well-motivated employees who perform nonrepetitive tasks. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 8. The achievement-oriented leadership style works well with group members working on ambiguous and nonrepetitive tasks. a. True b. False ANSWER: True RATIONALE: The achievement-oriented style works well with achievement oriented team members and with those working on ambiguous and nonrepetitive tasks. See "The Path-Goal Theory of Leadership Effectiveness."

POINTS: 1 DIFFICULTY: Moderate

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 9. The leader-member exchange (LMX) theory states that leaders adapt their style to different members of the group. a. True b. False ANSWER: True RATIONALE: Leader-member exchange (LMX)theory suggests that leaders who adapt their style to different individuals within the group, or have different quality relationships with individual group members, are essentially practicing contingency leadership. See “Leader-Member Exchange and Contingency Theory”.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.4 - Describe how the leader-member exchange (LMX) is a contingency theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader-Member Exchange KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 10. Situations shape not only how leaders behave, but also the consequences of leader behavior. a. True b. False ANSWER: True RATIONALE: A specific type of leadership behavior might have different outcomes in different situations.

See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership behavior.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 11. According to the path-goal theory of leadership effectiveness, it is not recommended that low-level employees should

be evaluated to find ways to enhance their work satisfaction. a. True b. False ANSWER: False RATIONALE: For leaders to be effective, they should engage in behaviors that complement subordinates’ environments and abilities. They should engage in these behaviors in a manner that compensates for deficiencies and that enhances subordinate satisfactions as well as individual and work unit performance. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 12. To influence performance and satisfaction of subordinates, it is not recommended that the leader reduce frustrating barriers to reaching goals because overcoming obstacles is the only way to increase employee confidence long term. a. True b. False ANSWER: False RATIONALE: Reduce frustrating barriers to reaching goals. For example, the leader might hire a temporary worker to help with a seasonal work overload. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 13. In the leader-member exchange (LMX) theory, leaders in larger groups will use one leadership style due to the group size or a “one size fits all” leadership approach. a. True b. False ANSWER: False RATIONALE: In larger groups, there tends to be more differences with respect to LMXs. As a result, a leader of a large group is more likely to use a slightly different style with various group members, such as being more authoritarian with certain group members. See “LeaderMember Exchange and Contingency Theory.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.4 - Describe how the leader-member exchange (LMX) is a contingency theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader-Member Exchange KEYWORDS: Bloom's: Knowledge NOTES: Engage 14. An important finding in LMX theory is the quality of the leader-member exchanges affects involuntary turnover within the group. a. True b. False ANSWER: True RATIONALE: The quality of leader-member exchanges affects involuntary turnover within the group. See “Leader-Member Exchange and Contingency Theory.”

POINTS: 1 DIFFICULTY: Engage QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.4 - Describe how the leader-member exchange (LMX) is a contingency theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader-Member Exchange KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 15. An ineffective way to lead an organization through a crisis is to strongly defend yourself against your critics or deny wrongdoing. a. True b. False ANSWER: True RATIONALE: One of the worst ways to lead a group through a crisis is to strongly defend yourself against your critics or deny wrongdoing. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

16. Branch manager Marissa uses evidence-based leadership when she accuses subordinates of wrongdoing, especially when she can heavily document her accusations. a. True b. False ANSWER: False RATIONALE: Evidence-based leadership or management is an approach whereby managers translate principles based on best evidence into organizational practices. See “Evidence-Based Leadership for the Contingency and Situational Approach.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.6 - Enumerate how evidence-based leadership can contribute to contingency and situational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Evidence-Based Leadership for the Contingency and Situational Approach KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 17. A success factor for the leader of an organization or a key organizational unit is to think strategically, including visualizing the big picture. a. True b. False ANSWER: True RATIONALE: A success factor for the leader of an organization or a key organizational unit is to think strategically, including seeing the big picture. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 18. When asked about leadership effectiveness, an executive said, in part, "The length of the leash varies with different people. ..... " The executive's comments support the perspective on leadership. a. contingency b. relationship-oriented c. task-oriented d. universal theory ANSWER: a RATIONALE: The essence of a contingency approach to leadership is that leaders are most effective when

they make their behavior contingent on situational forces, including group member characteristics. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership objectives.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 19. The contingency approach to leadership explains that leaders are most effective when they: a. plan for emergencies before they occur. b. attune their behavior to situational forces. c. follow universal managerial principles when faced with contingencies. d. create backup plans to deal with human resources problems.

ANSWER: b RATIONALE: The essence of a contingency approach to leadership is that leaders are most effective when they make their behavior contingent on situational forces, including group member characteristics. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership objectives.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 20. Baxter, a chief operating officer, practices contingency leadership when he: a. warns workers in advance about potential punishments. b. maintains an optimistic, positive attitude. c. challenges the use of new technologies. d. discards old ideas that no longer fit the situational forces.

ANSWER: d RATIONALE: The essence of a contingency approach to leadership is that leaders are most effective when they make their behavior contingent on situational forces, including group member characteristics. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership objectives.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 21. Contingency leadership theorists believe that, in terms of shaping the leader's behavior, . a. forces in the situation are much more important that the leader's personal characteristics. b. the internal environment is more critical than the external environment. c. the leadership situation has a negligible influence. d. the leader's personal characteristics have a negligible influence.

ANSWER: a RATIONALE: Contingency theorists believe that forces in the situation are three times as strong as the leader’s personal characteristics in shaping his or her behavior. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership objectives.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 22. A perspective is that the leader's behavior is profoundly influenced by the situation. a. path-goal leadership b. contingency leadership c. normative decision model d. middle of the road management ANSWER: b RATIONALE: The essence of a contingency approach to leadership is that leaders are most effective when they make their behavior contingent on situational forces, including group member characteristics. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership objectives.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

23. In Fiedler's contingency theory, an important dimension for rating situation favorability is: a. position power. b. leader-member relations. c. personal power. d. task structure.

ANSWER: b RATIONALE: An important dimension to rate a situation, according to Fiedler's contingency model, is leader-member relations. The leader therefore has the most control in a situation in which relationships with members are the best. See “Fiedler’s Contingency Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.2 - Present an overview of Fiedler’s contingency theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Fiedler’s Contingency Theory of Leadership Effectiveness KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 24. The general point of Fiedler's contingency theory of leadership is that the best style of leadership is determined by: a. the leader's personality. b. how well the leader gets along with group members. c. a balance of task and relationship factors. d. the situation in which a leader works.

ANSWER: d RATIONALE: Fiedler developed a widely researched and quoted contingency model more than forty years ago that holds that the best style of leadership is determined by the situation in which the leader is working. See “Fiedler’s Contingency Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.2 - Present an overview of Fiedler’s contingency theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Fiedler’s Contingency Theory of Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 25. Following Fiedler's contingency model, a leader can increase situational control by: a. decreasing the task structure for group members. b. creating conflict between himself or herself and group members. c. increasing his or her position power.

d. increasing the demands on group members.

ANSWER: c RATIONALE: Exercising more position power by requesting more formal authority from higher management is a tactic to make the situation more favorable to the leader. See “Fiedler’s Contingency Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.2 - Present an overview of Fiedler’s contingency theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Fiedler’s Contingency Theory of Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 26. Division manager Pedro believes strongly in the path-goal theory of leadership, so he engages in behaviors that: a. have a high probability of winning. b. set quite high goals for all subordinates. c. complement subordinate characteristics and task demands. d. follow a logical path.

ANSWER: c RATIONALE: The major proposition of path-goal theory is that the manager should choose a leadership style that takes into account the characteristics of the group members and the demands of the task. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 27. The general thrust of path-goal theory is to specify what a leader must do to: a. make a directive style of leadership acceptable. b. achieve high productivity and morale in a given situation. c. improve the work attitudes of group members. d. make the situation more favorable.

ANSWER: b RATIONALE: The path-goal theory of leadership effectiveness, as developed by Robert House, specifies what a leader must do to achieve high productivity and morale in a given situation. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1

DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Comprehension NOTES: Digital story: Connect 28. In path-goal theory, the directive leader improves morale when: a. group members perform repetitive tasks. b. group members are highly motivated. c. there is ample time for task completion. d. the task is unclear and vague.

ANSWER: d RATIONALE: In the path-goal theory, when the task is unclear, the directive style improves morale. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 29. In path-goal theory, the participative leader is best suited for improving the morale of: a. well-motivated employees who perform repetitive tasks. b. well-motivated employees who perform nonrepetitive tasks. c. poorly motivated employees who perform repetitive tasks. d. poorly motivated employees who perform nonrepetitive tasks.

ANSWER: b RATIONALE: The participative leader is best suited for improving the morale of well-motivated employees who perform nonrepetitive tasks. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness

KEYWORDS: NOTES:

Bloom's: Comprehension Digital story: Connect

30. One suggestion to the leader based on path-goal theory is for the leader to: a. give people careful instructions, even when they can perform the task well. b. encourage group members to provide their own structure. c. purposely make ambiguous the path between goal attainment and receiving a reward. d. reduce frustrating barriers to reaching goals.

ANSWER: d RATIONALE: Reducing frustrating barriers to reaching goals is one step a leader can take to influence performance and satisfaction. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 31. The leader enhances morale when group members work on stressful or frustrating tasks by displaying concern for group members’ well-being. a. supportive b. directive c. achievement oriented d. participative ANSWER: a RATIONALE: The supportive leader enhances morale when group members work on dissatisfying, stressful, or frustrating tasks. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 32.

is not a LMX finding. a. in-group members are more favored b. managers act as a servant leader c. higher-quality exchanges lead to empowerment

d. in larger group settings leaders will use one leadership style ANSWER: d RATIONALE: Leader-member exchange (LMX)theory suggests that leaders who adapt their style to different individuals within the group, or have different quality relationships with individual group members, are essentially practicing contingency leadership. See “Leader-Member Exchange and Contingency Theory”.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.4 - Describe how the leader-member exchange (LMX) is a contingency theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader-Member Exchange KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 33. In situations where leaders treat subordinates differently, team performance has been shown to be most negatively impacted when those subordinates have: a. poor exchanges with the leader. b. good exchanges with the leader. c. indifferent exchanges with the leader. d. low opinions of their boss’s work ethic.

ANSWER: a RATIONALE: Findings in research into the leader-member exchange (LMX) theory suggest that larger differences in LMXs tend to lead to higher team performance when the LMX-quality median is low (meaning that group members tend to have poor exchanges with the leader). See “Leader-Member Exchange and Contingency Theory.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.4 - Describe how the leader-member exchange (LMX) is a contingency theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader-Member Exchange and Contingency Theory KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 34. During a crisis, it is recommended that the leader: a. take time to weigh options and formulate a plan. b. act autocratically and emotionlessly to get a plan off the ground. c. focus on minute details of the day-to-day recovery effort. d. communicate widely about the problem.

ANSWER: d RATIONALE: When tough times hit, it pays to increase communication about the problems facing the company or unit, and what might be done to improve the situation. By communicating with

workers throughout the organization, leaders have an opportunity to provide leadership. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 35. According to the leader-member exchange theory, leaders tend to give members of their in-group than they give to out-group members. a. more favorable performance ratings b. less favorable performance ratings c. equal performance ratings d. leaders do not give performance ratings to group members ANSWER: a RATIONALE: Leaders tend to give members of their in-group more favorable performance rating than they give to out-group members, even when their objectives performance is the same. See "Leader-Member Exchange and Contingency Theory.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.4 - Describe how the leader-member exchange (LMX) is a contingency theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader-Member Exchange KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 36. Which statement from Sarah would indicate a lower quality of a leader-member exchange? a. “My manager and I like each other a lot.” b. “My manager inspires me to perform my best.” c. “I receive regular compliments from me manager in a team meeting or team email.” d. “My manager does not make the workplace enjoyable for me.”

ANSWER: d RATIONALE: A study conducted in a large hospitality organization within China indicated that when leaders have a larger number of high-quality relationships with group members, there is increased loyalty, support, and commitment to the organization. See “Leader-Member Exchange and Contingency Theory.”

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.4 - Describe how the leader-member exchange (LMX) is a contingency theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader-Member Exchange KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 37. Which one of the following is the most recommended approach to leadership during a crisis? a. Lead with compassion. b. Focus on small-scale details over the big picture. c. Move group members away from their usual work routine. d. Choose a circle-the-wagons mentality.

ANSWER: a RATIONALE: In the context of the normative decision model, group support refers to the degree to which the team supports the organization's objectives at stake in the problem. See “Leading During a Crisis.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leading During a Crisis KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 38. Which of the following is not an attribute or behavior for a leadership during a crisis? a. a display of optimism b. promoting psychological safety c. a display of compassion d. keep quiet about the problem ANSWER: c RATIONALE: Crisis leadership is the process of leading group members through a sudden and largely unanticipated, intensely negative, and emotionally draining circumstance. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Normative Decision Model KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

39. Which of the following is a recommended approach to leadership during a crisis? a. Micromanage small details b. Lead with compassion c. Be a transactional leader d. Be indecisive ANSWER: b RATIONALE: Displaying compassion with the concerns, anxieties, and frustrations of group members is a key interpersonal skill for crisis leadership. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 40. The primary purpose of disaster planning is to: a. reduce the financial costs of a crisis. b. practice transformational leadership skills. c. minimize leadership’s liability for a crisis. d. prevent a crisis.

ANSWER: d RATIONALE: The ideal form of crisis leadership is to prevent a crisis through disaster planning. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 41. A key part of evidence-based leadership or management is to: a. keep a log of the mistakes of subordinates. b. justify asking for an increased budget. c. prove that your decision was the right one. d. translate principles into practice.

ANSWER: d

RATIONALE:

Evidence-based leadership or management is an approach whereby managers translate principles based on best evidence into organizational practices. See “Evidence-Based Leadership for the Contingency and Situational Approach.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.6 - Enumerate how evidence-based leadership can contribute to contingency and situational leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Evidence-Based Leadership for the Contingency and Situational Approach KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 42. Plant manager Kristina practices evidence-based leadership when she: a. uses leadership practices proven to be effective. b. carefully documents poor performance. c. asks group members to justify their claims. d. maintains a log of her interactions with group members.

ANSWER: a RATIONALE: Evidence-based leadership or management is an approach whereby managers translate principles based on best evidence into organizational practices. See “Evidence-Based Leadership for the Contingency and Situational Approach.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.6 - Enumerate how evidence-based leadership can contribute to contingency and situational leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Evidence-Based Leadership for the Contingency and Situational Approach KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 43. Adapting to changing times is most important for which approach to leadership? a. Leadership grid b. Charismatic c. Trait approach d. Contingency approach ANSWER: d RATIONALE: In the context of the contingency approach, the effective leader adapts to changing circumstances. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Moderate

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership behavior.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 44. Ayan, the newly appointed team manager of the sales team, practices autocratic leadership in his team. However, his team members, who are quite experienced and equipped in their fields, are not satisfied with the style of leadership practiced by Ayan, particularly that he doesn’t seek consensus in many of his decisions, which negatively affects team productivity. This scenario depicts the violation of . a. a contingency approach to leadership b. a strict authoritarian approach to leadership c. a liberal authoritarian approach to leadership d. a middle of the road approach to leadership ANSWER: a RATIONALE: The essence of a contingency approach to leadership is that leaders are most effective when they make their behavior contingent on situational forces, including group member characteristics. A manager who supervises competent employees might be able to practice consensus leadership readily. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership behavior.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 45. Alan used to follow a libertarian leadership style. He recently decided to become stricter toward productivity targets as a result of fluctuations in the market, even though this leadership style goes against his natural inclinations. He does this in order to make his team more task-oriented. This is an example of . a. leaders using debasement techniques b. situations shaping how leaders behave c. leaders using techniques of ingratiation d. dividing the group into in-group and out-group ANSWER: b RATIONALE: This is an example of situations affecting leader behavior. Contingency theorists believe that forces in the situation are three times as strong as the leader’s personal characteristics in shaping his or her behavior. See “Situational Influences on Effective Leadership Behavior.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership behavior.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 46. George and Jonathan are the production and marketing managers of a firm. While George is optimistic to work out the issues of his least preferred coworker, Jonathan is adamant that the least-preferred coworker in his team has to be replaced. In this case, which of the following statements is true? a. Both George and Jonathan are task motivated leaders. b. George is relationship motivated, while Jonathan is task motivated. c. Jonathan is relationship motivated, while George is task motivated. d. Both George and Jonathan are relationship motivated.

ANSWER: b RATIONALE: A leader who describes the least-preferred coworker (LPC) in relatively favorable terms tends to be relationship motivated. In contrast, a person who describes this coworker in an unfavorable manner tends to be task motivated. See “Fiedler’s Contingency Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.2 - Present an overview of Fiedler’s contingency theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Fiedler’s Contingency Theory of Leadership Effectiveness KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 47. Alfred intends to follow a directive style of leadership among his team members. In the context of the path-goal theory of leadership effectiveness, which of the following situations would have made Alfred stick to a directive leadership style? a. The team is given orders to improve its performance; however, the exact sales revenue that the team should bring in is unclear. b. A few group members have gone through an emotionally disturbing phase and they need emotional support from the leader. c. Each group member has a thorough knowledge of their individual contributions to the team, making the task of the leader easier. d. The team has been performing exceptionally well, and therefore further focus will be on building relationships with members of the team.

ANSWER: a RATIONALE: The leader who is directive emphasizes formal activities such as planning, organizing, and controlling. When the task is unclear, the directive style improves morale. See “The PathGoal Theory of Leadership Effectiveness.”

POINTS: 1

DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 48. Annette's team has been able to meet the production target of 20,000 units per year. In the next financial year, Annette sets a target of 25,000 units for the team. Accordingly, the team’s individual targets are set to increase. In the context of the path-goal theory of leadership effectiveness, Annette is following the of leadership. a. directive and controlling style b. supportive style c. participative style d. achievement oriented style ANSWER: d RATIONALE: A leader who is achievement-oriented sets challenging goals, pushes for work improvement, and sets high expectations for team members, who are also expected to assume responsibility.

See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 49. In times of crisis, Stacy, an effective leader, addresses the inevitable drop in performance and productivity by: a. having employees look only at the big picture and not smaller chunks of the problem. b. quickly reworking the core values on which the company operates. c. pushing her employees to return to their normal work and routines. d. expressing a defensive, circle-the-wagons mentality.

ANSWER: c RATIONALE: An effective way of helping people deal with a workplace crisis is to encourage them to return to their regular work. It is important for workers to express their feelings about the crisis before refocusing on work, but once they have, returning to work helps ground them in reality and restores purpose to their lives. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 50. Who among the following is providing sound crisis leadership? a. Milan, who expects her employees to adapt to a crisis even without proper planning beforehand b. Ryan, who remains calm and stable even when the situation seems most dire c. Aftab, who believes that pessimism is the most realistic reaction to a crisis and will avoid the worst consequences d. Linda, who spends most of her energy focusing on defending her group against criticism for causing the crisis ANSWER: b RATIONALE: Remaining steady under crisis conditions contributes to effectiveness because it helps team members cope with the situation. When the leader remains calm, group members are reassured that things will work out. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 51. Who among the following is not practicing evidence-based leadership? a. Ryan, who relies heavily on common sense and adopting practices used by other companies b. Brian, who makes a habit of studying leadership practices in companies similar to his own c. Rahul, who regularly refers to new research in the field of leadership studies d. Milan, who translates principles based on best evidence into organizational practices ANSWER: a RATIONALE: The alternative to evidence-based leadership is to rely heavily on common sense and adopting practices used by other companies, whether or not they fit a particular situation. See “Evidence-Based Leadership for the Contingency and Situational Approach.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.6 - Enumerate how evidence-based leadership can contribute to contingency and situational leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Evidence-Based Leadership for the Contingency and Situational Approach

KEYWORDS: NOTES:

Bloom's: Application Digital story: Perform

52. Kevin announces that starting next financial year, 25% of his team members' salaries will depend on their performance. The goal is to push for work improvements and give the sales team more responsibility over their pay. In matching the leadership style to the situation, Kevin demonstrates . a. directive style b. supportive style c. participative style d. achievement-oriented style ANSWER: d RATIONALE: The leader who is achievement-oriented sets challenging goals, pushes for work improvement, and sets high expectations for team members, who are also expected to assume responsibility. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 53. Craig, a sales manager, has been asked to explain the under-performance of his team in the previous financial year.

Instead of understanding and working on resolving the team's issues, Craig comes up with a number of defensive statements and denies wrongdoing from his team's part. This is known as the problem. a. stonewalling b. debasing c. ingratiating d. reinforcing ANSWER: a RATIONALE: One of the worst ways to lead a group through a crisis is to strongly defend against one's critics or deny wrongdoing. The same denial approach is referred to as maintaining a bunker mentality or stonewalling the problem. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Application NOTES: Digital story: Perform

54. Which of the following serves as an example of evidence-based leadership? a. The management decides to refer to best management practices from the past to find a solution to the issue at hand. b. The management decides to collect feedback from employees about the existing compensation policy. c. The management decides to carry out job appraisal of individual employees. d. The management decides to keep a check on politics in the firm.

ANSWER: a RATIONALE: Evidence-based leadership or management is an approach whereby managers translate principles based on best evidence into organizational practices. See “Evidence-Based Leadership for the Contingency and Situational Approach.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.6 - Enumerate how evidence-based leadership can contribute to contingency and situational leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Evidence-Based Leadership for the Contingency and Situational Approach KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 55. Which of the following is true of leadership during a crisis? a. It is important to prevent potential crisis through disaster planning. b. It is important to think tactically and have short term goals to avoid any crisis. c. It is important that the work is flexible and nonroutine, to prevent crisis. d. It is important to be a transactional, and not a transformational leader, to minimize crisis.

ANSWER: a RATIONALE: The ideal form of crisis leadership is to prevent a crisis through disaster planning. See “Leadership During a Crisis.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.5 - Articulate the basics of leadership during a crisis.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership During a Crisis KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Perform 56. Which leadership style fits a situation where a leader displays concern for group members’ well-being and creates an emotionally supportive climate? a. directive style b. supportive style c. participative style

d. achievement-oriented style.

ANSWER: b RATIONALE: The supportive leader (similar to relationship motivated) displays concern for group members’ well-being and creates and emotionally supportive climate. See “The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 57. Which step can leaders take to increase motivation and satisfaction? a. Recognize or activate group members’ needs over which the leader has control. b. Decrease the personal payoffs to team members for attaining work goals. c. Decrease opportunities for personal satisfaction if the group member performs effectively. d. Micromanage people by giving them instructions on things they already know how to do well.

ANSWER: a RATIONALE: Recognize or activate group members needs over which the leader has control to increase motivation and satisfaction. See “ The Path-Goal Theory of Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 58. Rohan is asked by his supervisors to study (1) the contingency approach to leadership and (2) the path-goal model, in the hopes of implementing the essential tactics drawn from both theories. Provide a descriptive database that will help Rohan make a decision in this regard.

ANSWER: The essence of a contingency approach to leadership is that leaders are most effective when they make their behavior contingent on situational forces, including group member characteristics. Both the internal and the external environment have a significant impact on leader effectiveness. For example, the quality of the workforce and the competitiveness of the environment can influence which behaviors the leader emphasizes. A manager who supervises competent employees might be able to practice consensus leadership readily. And a manager who faces a competitive environment might find it easier to align people to pursue a new vision.

The path-goal theory of leadership effectiveness, as developed by Robert House, specifies

what a leader must do to achieve high productivity and morale in a given situation. In general, a leader attempts to clarify the path to a goal for a group member so that the group member receives personal payoffs. At the same time, this group member’s job satisfaction and performance increase. Similar to the expectancy theory of motivation on which it is based, path-goal theory is multifaceted and has several versions. The major proposition of path-goal theory is that the manager should choose a leadership style that takes into account the characteristics of the group members and the demands of the task. Furthermore, initiating structure will be effective in situations with a low degree of subordinate task structure, but ineffective in highly structured task situations. The rationale is that, in the first situation, subordinates welcome initiating structure because it helps to provide structure to their somewhat ambiguous tasks.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 5.1 - Describe how the situation influences the choice of leadership objectives.

5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Situational Influences on Effective Leadership Behavior, The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Analysis NOTES: Digital story: Lead 59. Jonathan has to make use of the path-goal theory to adopt a specific style of leadership in his team. He consults with his superior for help. In this case, give a picture of what Jonathan's superior might suggest.

ANSWER: The path-goal theory of leadership effectiveness, as developed by Robert House, specifies what a leader must do to achieve high productivity and morale in a given situation. The main proposition of path-goal theory is that the manager should choose a leadership style that takes into account the characteristics of the group members and the demands of the task.

Furthermore, initiating structure will be effective in situations with a low degree of subordinate task structure, but ineffective in highly structured task situations.

According to path-goal theory, the leader must first assess the relevant variables in the environment. Then they select one of these four styles that best fits those contingency factors: 1. Directive style. The leader who is directive (similar to task motivated) emphasizes formal activities such as planning, organizing, and controlling. When the task is unclear, the directive style improves morale.

2. Supportive style. The leader who is supportive (similar to relationship motivated) displays concern for group members’ well-being and creates an emotionally supportive climate. The supportive leader enhances morale when group members work on dissatisfying, stressful, or frustrating tasks. Group members who are unsure of themselves prefer the supportive leadership style.

3. Participative style. The leader who is participative consults with group members to gather their suggestions, and then considers these suggestions seriously when making a decision. The participative leader is best suited for improving the morale of wellmotivated employees who perform nonrepetitive tasks.

4. Achievement-oriented style. The leader who is achievement oriented sets challenging goals, pushes for work improvement, and sets high expectations for team members, who are also expected to assume responsibility. This leadership style works well with

achievement-oriented team members and with those working on ambiguous and nonrepetitive tasks.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 5.3 - Characterize the path-goal theory of leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Path-Goal Theory of Leadership Effectiveness KEYWORDS: Bloom's: Analysis NOTES: Digital story: Lead 60. Vroom, the sales manager of a major advertising firm, has tried implementing contingency theory among his teammates. However, Vroom attended a recent seminar on evidence-based leadership and would like to incorporate the practice. What is evidence-based leadership, and how could this practice contribute to current contingency approach used for the team?

ANSWER: A leading-edge way for a person to practice contingency leadership would be to look for research-based evidence about the best way to deal with a given situation. Before taking action, the leader would ask, “What does the research literature tell me is most likely to work in this situation?” Evidence-based leadership or management is the conscientious use of multiple sources of evidence in making organizational decisions. The goal of evidence-based leadership practice is to improve the quality of decisions, and as a result, furthering human progress.

An example of using evidence-based leadership follows: Research indicates that empowerment is more likely to succeed with group members whose cultural values favor a manager or leader sharing power. In contrast, empowerment is less likely to succeed when the group members expect the leader to retain most of the power. In this example, a principle (empowerment works best when cultural values are compatible) is translated into practice (using empowerment to motivate and satisfy workers when the cultural values of the workers are compatible with empowerment).

An example of using evidence-based leadership stemming from the experience of managers is to regularly express thanks for a job well done. The appreciation can be expressed orally or in writing and should focus on something specific the person has accomplished, such as “Your tracking down of potential candidates for our opening by using the social media produced four good prospects. Thanks so much for lending your expertise.”

Evidence-based leadership and management is not yet widely practiced, but taking the study of leadership and management seriously will move managers and organizations toward basing their practices and decisions on valid evidence. The result is likely to be more precise contingency leadership.

Contingency Theory The essence of a contingency approach to leadership is that leaders are most effective when they make their behavior contingent on situational forces, including group member characteristics. Both the internal and the external environment have a significant impact on leader effectiveness. For example, the quality of the work force and the competitiveness of the environment can influence which behaviors the leader emphasizes. A manager who

supervises competent employees might be able to practice consensus leadership readily. And a manager who faces a competitive environment might find it easier to align people to pursue a new vision.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 5.6 - Enumerate how evidence-based leadership can contribute to contingency and situational leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Evidence-Based Leadership KEYWORDS: Bloom's: Analysis NOTES: Digital story: Lead

Chapter 06: Leadership Ethics and Social Responsibility 1. Ethics deals only with compliance to rules and regulations. a. True b. False ANSWER: False RATIONALE: Ethics is the study of moral obligations, or of separating right from wrong. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 2. An important goal of a rational leader is to merge the interests of all parties so that everyone benefits and the organization becomes prosperous. a. True b. False ANSWER: True RATIONALE: Edwin H. Locke, the goal theorist, argues that ethics is at the center of leadership because the goal of a rational leader is to merge the interests of all parties so that everyone benefits and the organization prospers. The ethics link is that if everyone benefits, all people are being treated ethically. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 3. Sylvie, a manager, regularly reminds her team members about the importance of treating people fairly and supervises her employees in a fair manner. Hence, Sylvie is said to possess integrity. a. True b. False ANSWER: True RATIONALE: Integrity refers to loyalty to rational principles; it means practicing what one preaches regardless of emotional or social pressure. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 4. A leader who focuses on maximizing shareholder wealth will automatically behave ethically from the standpoint of the principle "pay attention to all stakeholders." a. True b. False ANSWER: False RATIONALE: The widely held belief that a CEO’s primary responsibility is to maximize shareholder wealth conflicts with the principle of paying attention to all stakeholders. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 5. Rationalization can lead to unethical behavior because people will focus on the intention of the act rather than the act itself. a. True b. False ANSWER: True RATIONALE: One reason for good people choosing the wrong path is rationalization, which leads people to focus on the intent of the action rather than on the action itself. For example, people might say that they are doing something wrong in order to help a client or that they are boosting the stock price to help investors. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Principles and Practices of Ethical and Moral Leadership Bloom's: Knowledge Digital Story: Engage

6. Bertha, a finance manager, engages in rationalization when she creates a few false invoices and then says, "I was only trying to lower the company's tax burden." a. True b. False ANSWER: True RATIONALE: Timothy P. Flynn, chairman of the global accounting firm KPGM, has identified reasons why good people choose the wrong path. One reason is rationalization, which leads people to focus on the intent of the action rather than on the action itself. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 7. Several psychiatrists and corporate governance experts claim that some executives are unethical because they feel they are entitled to whatever they can get away with or steal. a. True b. False ANSWER: True RATIONALE: The moral excesses of business leaders can occur because many of them have developed a sense of entitlement. In the opinion of several psychiatrists and corporate governance experts, some CEOs lose their sense of reality and feel entitled to whatever they can get away with or steal. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 8. Information technology manager George displays an ethical mind as a leader when he makes up a list of company workers who do not deserve to be protected against computer viruses. a. True

b. False ANSWER: RATIONALE:

False Cognitive and educational psychologist Howard Gardner believes that for a leader to stay ethical, they must develop an ethical mind, or a point of view that helps the individual aspire to good work that matters to their colleagues, companies, and society in general. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect

9. One question included in an ethical screen is, "How does it [the decision in question] smell?" a. True b. False ANSWER: True RATIONALE: How does it smell? This question is based on a person’s intuition and common sense. See “Guidelines for Evaluating the Ethics of a Decision.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.2 - Apply a guide to ethical decision-making.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Guidelines for Evaluating the Ethics of a Decision KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 10. Corporate social responsibility deals with a firm's impact on society more than its impact on company employees. a. True b. False ANSWER: True RATIONALE: The idea of corporate social responsibility continues to evolve. One new framework is that such responsibility is part of external engagement, or the efforts a company makes to manage its relationship with the external world. See “Leadership, Social Responsibility, and Creating an Ethical Organizational Culture.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: 6.2 - Apply a guide to ethical decision-making.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership, Social Responsibility, and Creating an Ethical Organizational Culture KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 11. A key part of a company's designation as the "best company to work for" is an evaluation of the company's organizational culture. a. True b. False ANSWER: True RATIONALE: Employers nominate themselves, and two-thirds of the score is based on how randomly selected employees respond to the Great Place to Work Trust Index,® a survey measuring organizational culture. An evaluation of the Culture Audit by staff members at the Great Place to Work Institute determines the rest of the score. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 12. Strategic leadership and social responsibility include the idea that senior managers set the tone for ethics and social responsibility throughout an organization. a. True b. False ANSWER: True RATIONALE: The most effective route to an ethical and socially responsible organization is for senior management to provide strategic leadership in that direction. In this way, senior managers become ethics leaders. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge

NOTES:

Digital Story: Engage

13. A recommended way of creating a socially responsible organizational culture is for managers to lead by example. a. True b. False ANSWER: True RATIONALE: Strategic leadership of ethics and social responsibility includes leading by example. If workers throughout the firm believe that behaving ethically is in and behaving unethically is out, ethical behavior will prevail. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 14. To maintain an ethical climate, many companies today create the position of whistleblower, and the person holding this job investigates potential ethical violations full time. a. True b. False ANSWER: False RATIONALE: A whistleblower is an employee who discloses organizational wrongdoing to parties who can take action. Whistleblowers often go directly to a federal government bureau to report what they consider to be fraud and poor ethics by their employer. See “Accepting Whistleblowers.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 15. Louise, the managing director of a company, should put personal interests ahead of the company's interests to create a socially and ethically responsible company. a. True b. False ANSWER: False RATIONALE: Many people seek to maximize personal returns, even at the expense of others. Exceptionally

high executive compensation could be interpreted as a sign of greed and avarice. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 16. According to the virtuous circle, corporate profits→good social performance→more profits→more good social performance. a. True b. False ANSWER: True RATIONALE: More profitable firms can better afford to invest in social responsibility initiatives, and these initiatives can lead to more profits. The relationship between social and financial performance may be a virtuous circle, meaning that corporate social performance and corporate financial performance feed and reinforce each other. See “Ethical and Socially Responsible Behavior and Organizational Performance.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 6.4 - Identify the link between business ethics and organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ethical and Socially Responsible Behavior and Organizational Performance KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 17. Ethics deals mostly with: a. being socially responsible. b. separating right from wrong. c. legal versus illegal behavior. d. an action rather than its intent.

ANSWER: b RATIONALE: Ethics is the study of moral obligations, or of separating right from wrong. Ethics can also be a plural noun meaning the accepted guidelines of behavior for groups or institutions. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 18. Ethics can be considered the: a. vehicle for putting values into action. b. opposing force to values. c. equivalent of organizational culture. d. opposite of moral leadership.

ANSWER: a RATIONALE: Values are tied closely to ethics because ethics become the vehicle for converting values into action. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 19. An authority cited in the leadership text argues that ethics is at the center of leadership because a rational leader: a. wants to create a positive public appearance. b. promote conflicts of interest. c. attempts to keep profits at a bare minimum. d. wants everybody to benefit.

ANSWER: d RATIONALE: Edwin H. Locke, the goal theorist, argues that ethics is at the center of leadership because the goal of a rational leader is to merge the interests of all parties so that everyone benefits and the organization prospers. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge

NOTES:

Digital Story: Engage

20. Rita is a leader of high integrity. According to the technical meaning of integrity, Rita will: a. have high morals in every facet of her life. b. be kind to employees even if she does not like them. c. steal only to benefit poor people. d. stick to the principles she thinks are right.

ANSWER: d RATIONALE: Integrity refers to loyalty to rational principles; it means practicing what one preaches regardless of emotional or social pressure. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 21. A principle of ethical and moral leadership is to: a. regularly publicize moral victories. b. maximize personal returns in business transactions. c. pay attention to all stakeholders. d. maximize shareholder wealth.

ANSWER: c RATIONALE: Ethical and moral leaders strive to treat fairly all interested parties affected by their decisions.

To do otherwise creates winners and losers after many decisions are made. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 22. A major source of individual differences in ethics and morality among leaders is: a. the products and services offered by the firm. b. government regulations about ethics. c. their tendency to focus on all stakeholders.

d. their level of greed, gluttony, and avarice.

ANSWER: d RATIONALE: Many people seek to maximize personal returns, even at the expense of others. Exceptionally high executive compensation could be interpreted as signs of greed and avarice. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 23. A leader at the postconventional level of moral development is likely to: a. attempt to do the most good for the most people. b. maximize personal gain in most business transactions. c. falsify earnings statements to be eligible for a big bonus. d. be moral just enough to look good.

ANSWER: a RATIONALE: At the postconventional level, people are guided by an internalized set of universal principles that may even transcend the laws of a particular society. A leader at the postconventional level of moral behavior would be concerned with doing the most good for the most people, without regard for whether such behavior brought them recognition and fortune. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 24. Chief financial officer Justin took his family on an Asian vacation using the company jet. He excuses his behavior by stating, "My family and I were spreading goodwill around the world for the company." Therefore, Justin tries to defend his actions by: a. showing concern for stakeholders. b. rationalizing. c. empathizing. d. exercising his rights as a senior executive.

ANSWER: b

RATIONALE:

Timothy P. Flynn, chairman of the global accounting firm KPGM, has identified reasons why good people choose the wrong path. One reason is rationalization, which leads people to focus on the intent of the action rather than on the action itself. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform

25. According to the idea of entitlement, some corporate executives behave unethically because they feel they are: a. entitled to make up for a poor childhood. b. entitled to whatever they can get away with or steal. c. servants of an unfair system. d. underpaid in comparison to top professional athletes and entertainers.

ANSWER: b RATIONALE: The moral excesses of business leaders can occur because many of them have developed a sense of entitlement. In the opinion of several psychiatrists and corporate governance experts, some CEOs lose their sense of reality and feel entitled to whatever they can get away with or steal. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 26. Chief operations officer Joan has an ethical mind, so she has a point of view that helps workers: a. feel entitled to whatever they can get away with or steal. b. lose their sense of reality. c. aspire to do good work that matters to many people. d. focus on maximizing personal gains.

ANSWER: c RATIONALE: Cognitive and educational psychologist Howard Gardner believes that for a leader to stay ethical, he or she must develop an ethical mind, or a point of view that helps the individual aspire to good work that matters to their colleagues, companies, and society in general. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 27. An ethical screen is used primarily when facing a situation that: a. is in opposition to the organizational culture. b. affects the majority of employees within a firm. c. involves deciding if an act is ethical or unethical. d. is widely recognized as criminal behavior.

ANSWER: c RATIONALE: Several guidelines, or ethical screens, have been developed to help leaders or other influence agents decide whether a given act is ethical or unethical. See “Guidelines for Evaluating the Ethics of a Decision.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.2 - Apply a guide to ethical decision-making.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Guidelines for Evaluating the Ethics of a Decision KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 28. Which question in an ethical screen deals with the philosophical principle of reversibility? a. How does it smell? b. What would you tell your child to do? c. Who gets hurt? d. Is it fair?

ANSWER: b RATIONALE: What would you tell your child, sibling, or young relative to do? This question is based on the deontological principle of reversibility, which evaluates the ethics of a decision by reversing the decision-maker. See “Guidelines for Evaluating the Ethics of a Decision.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.2 - Apply a guide to ethical decision-making.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Guidelines for Evaluating the Ethics of a Decision Bloom's: Comprehension Digital Story: Connect

29. Many unethical behaviors at the leadership level have: a. resulted in a consistency between word and deed. b. helped many young people start a business career. c. resulted in mere accusations and allegations. d. led to the layoffs of thousands of workers.

ANSWER: d RATIONALE: Unethical behavior has thrown companies into bankruptcy, led to the layoffs of thousands of workers, diminished trust in stock investments, and discouraged many talented young people from embarking on a business career. See “A Sampling of Unethical Leadership Behaviors.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.2 - Apply a guide to ethical decision-making.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Unethical Leadership Behaviors KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 30. Corporate social responsibility centers on a firm's: a. contributions to charity. b. positive contribution to society. c. adherence to laws. d. focus on maximizing profit.

ANSWER: b RATIONALE: Being socially responsible fits into the Thou Shalt approach of finding better ways for leaders to make a positive contribution to society. When corporate social responsibility generates value for shareholders and stakeholders, it is regarded as good business strategy. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

31. Which of the following is the clearest example of socially responsible behavior on the part of a business firm? a. Ensuring that all workers get paid b. Focusing on profit maximization at all costs c. Creating a pleasant workplace d. Avoiding involvement in political causes ANSWER: c RATIONALE: Creating a comfortable, pleasant, and intellectually stimulating work environment is a social responsibility initiative that directly affects employees’ well-being. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 32. An example of an executive leader helping sustain the environment would be for the leader to: a. use as much renewable energy as possible at the company. b. create attractive designs on packages. c. construct new buildings rather than preserve old ones. d. charge customers for shipping and delivery.

ANSWER: a RATIONALE: Helping build a sustainable environment can involve hundreds of different actions such as making packaging smaller; making more extensive use of fluorescent lighting; and, when feasible, using energy from solar panels and wind turbines to replace burning of fossil fuels.

See “ Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 33. A recent development in corporate philanthropy is for corporate leaders to demand: a. a good return on investment, in terms of social impact. b. that the institutions receiving the money become good customers. c. that all recipients of their generosity believe in capitalism. d. respect and recognition from all recipients.

ANSWER: RATIONALE:

a The new breed of philanthropist studies each charitable cause as they would a potential business investment, seeking maximum return in terms of social impact. This philanthropist might also seek follow-up data, for example, on how many children were taught to read or by what percentage new cases of AIDS declined. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect

34. Which of the following is a recommended initiative for achieving an ethical and socially responsible organization? a. Establish severe penalties for whistleblowers. b. Encourage employees to learn ethics by trial and error. c. Provide strategic leadership directed toward the goal. d. Develop informal mechanisms for dealing with ethical problems.

ANSWER: c RATIONALE: The most effective route to an ethical and socially responsible organization is for senior management to provide strategic leadership in that direction. In this way, senior managers become ethics leaders. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 35. An opportunity for an organization to practice social responsibility involves: a. developing a sense of entitlement. b. placing personal interests above company interests. c. imposing harsh penalties on whistleblowers. d. working with its supplier to improve working conditions.

ANSWER: d RATIONALE: An opportunity for practicing social responsibility is for company leaders to work with suppliers to improve physical and mental working conditions. Instead of refusing to deal with

a supplier who operates a sweatshop, management might work with the supplier to improve plant working conditions. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 36. A social responsibility initiative gaining momentum and uses market-based methods to solve social problems such as homelessness or contaminated drinking water is called . a. whistleblowing b. social entrepreneurship c. Thou Shalt Not d. entitlement ANSWER: b RATIONALE: A social responsibility initiative gaining momentum is called social entrepreneurship, the use market-based methods to solve social problems such as homelessness or contaminated drinking water. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 37. When senior management provides strategic leadership for ethics: a. senior managers emphasize being whistleblowers. b. marketing strategy is converted into ethical strategy. c. senior managers become ethics leaders. d. the roles of stockholders and shareholders become reversed.

ANSWER: c RATIONALE: The most effective route to an ethical and socially responsible organization is for senior management to provide strategic leadership in that direction. In this way, senior managers become ethics leaders: Their policies and actions set the ethical and social responsibility tone for the organization. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 38. Chief financial officer Barry submits travel and expense reports that are completely genuine and encourages employees in his division to always give accurate and correct information. Barry is using the ethical initiative called: a. leading by example. b. open-book management. c. accepting whistleblowers. d. developing formal mechanisms for dealing with ethical problems.

ANSWER: a RATIONALE: Strategic leadership of ethics and social responsibility includes leading by example. If workers throughout the firm believe that behaving ethically is in and behaving unethically is out, ethical behavior will prevail. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Application NOTES: Digital Story: Lead 39. A recommended approach for promoting ethical behavior throughout an organization is to: a. reward employees based on their seniority. b. impose severe penalties on whistleblowers. c. hire only those candidates who have taken a course in ethics. d. reward people who have performed well and behaved ethically.

ANSWER: d RATIONALE: If workers throughout the firm believe that behaving ethically is in and behaving unethically is out, ethical behavior will prevail. Ethical behavior that is rewarded is likely to endure. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 40. An example of a formal mechanism for dealing with ethical problems is: a. leading by example. b. having an ethics committee for reviewing complaints about ethical problems. c. conducting training programs in ethics for organizational employees. d. accepting whistleblowers without penalizing them.

ANSWER: b RATIONALE: Large organizations frequently establish ethics committees to help ensure ethical and socially responsible behavior. Top-level leadership participation in these formal mechanisms gives them more clout. See “Developing Formal Mechanisms for Dealing with Ethical Problems.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 41. An example of a whistleblower (in relation to ethics) would be a(n): a. security guard who sends notices to employees who drive too fast in the company parking lot. b. executive who imposes fines on employees who behave unethically. c. company specialist conducting training programs about ethics. d. bookkeeper who tells a journalist about fraudulent accounting in the company.

ANSWER: d RATIONALE: A whistleblower is an employee who discloses organizational wrongdoing to parties who can take action. Whistleblowers often go directly to a federal government bureau to report what they consider to be fraud and poor ethics by their employer. See “Accepting Whistleblowers.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Comprehension

NOTES:

Digital Story: Connect

42. Corporate philanthropy is most effective when: a. large sums of money are given blindly to numerous causes. b. records of donations are meticulously kept for tax purposes. c. charities are trusted use the money wisely and efficiently. d. the company seeks follow-up data to measure the maximum return in terms of social impact.

ANSWER: d RATIONALE: The new breed of philanthropist studies each charitable cause as they would a potential business investment, seeking maximum return in terms of social impact. See “Engaging in Philanthropy.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 43. The virtuous cycle, in relation to social responsibility, suggests that a. recycling pays off in increased profits. b. ethical executives attract ethical employees. c. corporate social performance and corporate financial performance feed and reinforce each other. d. employees disclosing organizational wrongdoing to authorities should be severely penalized.

ANSWER: c RATIONALE: The relationship between social and financial performance may be a virtuous circle, meaning that corporate social performance and corporate financial performance feed and reinforce each other. See “Ethical and Socially Responsible Behavior and Organizational Performance.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.4 - Identify the link between business ethics and organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ethical and Socially Responsible Behavior and Organizational Performance KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 44. Studies have shown that employees working in an ethical environment tend to: a. deliver superior performance. b. have low levels of motivation.

c. overlook their ethical flaws. d. focus solely on personal gains.

ANSWER: a RATIONALE: According to a study conducted by the Ethics Resource Center, employees who work in an ethical environment tend to be better motivated. The study concluded that the chance to contribute to something larger than themselves and be recognized for it is a strong incentive to employees for delivering superior performance. See “Ethical and Socially Responsible Behavior and Organizational Performance.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.4 - Identify the link between business ethics and organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ethical and Socially Responsible Behavior and Organizational Performance KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 45. Arnold, a team manager, believes in treating all his team members equally. He adheres to his beliefs irrespective of the circumstances. Which ethical leadership behavior is Arnold demonstrating? a. Entitlement b. Integrity c. Whistleblowing d. Rationalization ANSWER: b RATIONALE: Integrity refers to loyalty to rational principles; it means practicing what one preaches regardless of emotional or social pressure. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 46. Martin, a senior manager in a company, bribes a government officer to secure a government contract. He justifies his actions by stating that he acted in the best interests of the company and nobody stopped him. ?In the given scenario, Martin is justifying his actions by resorting to . a. rationalization b. whistleblowing c. entitlement

d. power sharing ANSWER: RATIONALE:

a Timothy P. Flynn, chairman of the global accounting firm KPGM, has identified reasons why good people choose the wrong path. One reason is rationalization, which leads people to focus on the intent of the action rather than on the action itself. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform

47. Amanda, a business analyst, presents false research findings to her manager to prove that the desired results have been achieved and to get appreciation for her work. Which level of moral development is illustrated in the given scenario? a. conventional level b. postconventional level c. preconventional level d. nonconventional level ANSWER: c RATIONALE: At the preconventional level of moral development, a person is concerned primarily with receiving external rewards and avoiding punishment. A leader at this level of development might falsify earnings statements for the primary purpose of gaining a large bonus. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 48. Evan, a manager, strongly believes in the concept of power sharing. Therefore, Evan is most likely to . a. show a consistency between word and deeds and keep promises b. allow for group member input into decisions and listen to their suggestions c. care about the environment in such ways as being a champion of recycling d. be moral enough just to look good ANSWER: b RATIONALE: The leader who shares power allows for group member input into decisions and listens to

their suggestions, ideas, and concerns. See “Principles and Practices of Ethical and Moral Leadership.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 49. The employees of a company feel that management does not make fair decisions when increasing salaries or promoting people. Which ethical screen is used by the employees to question the decisions of management in the given example? a. Justice b. Reversibility c. Intuition d. Utilitarianism ANSWER: a RATIONALE: Is it fair? This question is based on the deontological theory of justice that certain actions are inherently just or unjust. For example, it is unjust to fire a high-performing employee to make room for a less competent person who is a relative by marriage. See “Guidelines for Evaluating the Ethics of a Decision.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.2 - Apply a guide to ethical decision-making.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Guidelines for Evaluating the Ethics of a Decision KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 50. A journalist questions the director of a chemical manufacturing company about the possible hazards of a recently introduced chemical for use in water purification systems. The journalist's question is based on the . a. deontological theory of justice b. universalist principle of disclosure c. utilitarian notion of doing the greatest good for the greatest number of people d. deontological principle of reversibility that evaluates ethics by reversing the decision maker ANSWER: c RATIONALE: Who gets hurt? This question is based on the utilitarian notion of attempting to do the greatest good for the greatest number of people. See “Guidelines for Evaluating the Ethics of a Decision.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.2 - Apply a guide to ethical decision-making.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Guidelines for Evaluating the Ethics of a Decision KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 51. Which example illustrates a method for creating a socially responsible and ethical organization? a. ABC Inc., a large industrial group, encourages its senior managers to set examples for other employees by being fair and just in their actions. b. A company immediately terminates employees who report wrongdoings of the company to government authorities and ensures they are not employed elsewhere. c. Shine Inc., a chemical supplier, adjusts its balance sheets to show profit despite a reduction in sales in order to reinforce shareholder confidence. d. A company focuses on achieving its annual targets in terms of revenue irrespective of the impact on its employees and the environment.

ANSWER: a RATIONALE: The most effective route to an ethical and socially responsible organization is for senior management to provide strategic leadership in that direction. In this way, senior managers become ethics leaders. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 52. Which example illustrates an effort toward building a socially responsible and ethical organization? a. Rodger, a senior executive in a company, uses the company car allotted to him for personal purposes, claiming that he is eligible to do so because of his position. b. Drive Inc., a tire manufacturing company, uses solar panels to generate electricity for running the equipment in its inspection and packaging division. c. White Inc., a large pharmaceutical company, fires employees who protest against unethical actions and report wrongdoings to government authorities. d. Dave, a team manager, often justifies his unethical actions by stating that he did so for the benefit of the team and nobody stopped or questioned him.

ANSWER: b RATIONALE: Helping build a sustainable environment can involve hundreds of different actions such as

making packaging smaller, making extensive use of fluorescent lighting, and, when feasible, using energy from solar panels and wind turbines to replace burning of fossil fuels. See “Helping Build a Sustainable Environment.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 53. Blue Inc., a highly profitable consumer goods manufacturing company, invests in a number of social responsibility initiatives that in turn generate profit for the company. Which feature of corporate and social performance is illustrated in the given scenario? a. Entitlement b. Deontological theory c. Virtuous circle d. Whistleblowing ANSWER: c RATIONALE: More profitable firms can better afford to invest in social responsibility initiatives, and these initiatives can lead to more profits. The relationship between social and financial performance may be a virtuous circle, meaning that corporate social performance and corporate financial performance sustain and reinforce each other. See “Ethical and Socially Responsible Behavior and Organizational Performance.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.4 - Identify the link between business ethics and organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ethical and Socially Responsible Behavior and Organizational Performance KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 54. Edwin, an engineer in a construction material manufacturing company, always strives to give his best because he is aware that he is contributing to something larger and will be recognized for it. It can be inferred from the given scenario that . a. employees who work in an ethical environment tend to be better motivated b. putting personal interests before the company's interest builds socially responsible organizations c. individuals tend to focus on the intent of an action rather than on the action itself d. people are primarily concerned with receiving external rewards and avoiding punishment ANSWER: a RATIONALE: According to a study conducted by the Ethics Resource Center, employees who work in an

ethical environment tend to be better motivated. The study concluded that the chance to contribute to something larger than themselves and be recognized for it is a strong incentive to employees for delivering superior performance. See “Ethical and Socially Responsible Behavior and Organizational Performance.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.4 - Identify the link between business ethics and organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ethical and Socially Responsible Behavior and Organizational Performance KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 55. One approach for achieving a socially responsible and ethical organization is to . a. develop a sense of entitlement b. engage in philanthropy c. dismiss whistleblowers d. encourage rationalization ANSWER: b RATIONALE: A standard organizational leadership approach to social responsibility is to donate to charity and various other causes. Most charities are heavily dependent on corporate support.

Colleges, universities, and career schools also benefit from corporate donations. See “Leadership, Social Responsibility, and Creating an Ethical Organizational Culture.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 56. The Sarbanes-Oxley Act requires public companies to . a. disclose whether they have adopted a code of ethics for senior financial officers b. provide a list of possible penalties to be imposed on whistleblowers at all levels c. use renewable sources of energy wherever possible d. donate part of their profit to charitable organizations ANSWER: a RATIONALE: The Sarbanes-Oxley Act, triggered by the financial scandals around the year 2000, requires public companies to disclose whether they have adopted a code of ethics for senior financial officers. In some firms, workers at all levels are required to sign the code of conduct. See “Providing Strategic Leadership of Ethics and Social Responsibility.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 57. Which of the following is not a practical justification for practicing corporate social responsibility? a. It helps attract high-quality employees. b. Employees tend to be more emotionally committed to the company. c. Executives will later be given greater latitude by governmental oversight when moral lapses inevitably occur. d. Public perception of the company will improve.

ANSWER: c RATIONALE: According to a study conducted by the Ethics Resource Center, employees who work in an ethical environment tend to be better motivated. The study concluded that the chance to contribute to something larger than themselves and be recognized for it is a strong incentive to employees for delivering superior performance. See “Ethical and Socially Responsible Behavior and Organizational Performance.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 6.4 - Identify the link between business ethics and organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Ethical and Socially Responsible Behavior and Organizational Performance KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 58. Gordon, a team leader, always aspires to do good work that matters to his teammates, other colleagues, and society in general. He always tries to make decisions by keeping in focus the best interests of his team. When faced with a situation that involves critical decisions that can impact many people in his team, what are the ways that Gordon should consider for examining if his decisions are ethical?

ANSWER: Gordon is a leader with an ethical mind, or a point of view that helps the individual aspire to good work that matters to their colleagues, companies, and society in general. Developing an ethical mind begins with the belief that retaining an ethical compass is essential to the health of the organization.

Several guidelines, or ethical screens, have been developed to help leaders or other influence agents decide whether a given act is ethical or unethical. The following questions should help Gordon evaluate the ethics of his decision: • • •

Is it right?

Is it fair?

Who gets hurt?

• • •

Would you be comfortable if the details of your decision or actions were made public in the media or through e-mail?

What would you tell your child, sibling, or young relative to do?

How does it smell?

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 6.2 - Apply a guide to ethical decision-making.

6.1 - Pinpoint key principles of ethical and moral leadership.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership, Guidelines for Evaluating the Ethics of a Decision KEYWORDS: Bloom's: Application NOTES: Digital Story: Lead 59. Brian takes over as the director of a company charged with unethical practices such as presenting fraudulent sales figures to authorities and shareholders. The company suffered bankruptcy because of huge penalties imposed by the government. Thousands of workers were laid off and investors developed distrust toward the company. What possible initiatives could Brian consider for creating an organizational culture that encourages ethical behavior among employees?

ANSWER: Unethical behavior has thrown many companies into bankruptcy, led to the layoffs of thousands of workers, diminished trust in stock investments, and discouraged many talented young people from embarking on a business career.

In order to create an organizational culture that encourages ethical behavior, Brian can (and should) take any of the following steps: • • • • • • •

Provide strategic leadership of social responsibility and ethics.

Create a pleasant workplace.

Place company interests over personal interests.

Provide training in ethics and social responsibility.

Accept whistleblowers.

Develop formal mechanisms for dealing with ethical problems.

Establish written codes of ethical conduct.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Providing Strategic Leadership of Ethics and Social Responsibility KEYWORDS: Bloom's: Application NOTES: Digital Story: Lead

60. Jennifer, an entrepreneur, recently started a food-processing business. She possesses a strong desire for building a community and giving something back to society. Jennifer hopes to inculcate the same desires in her employees. How can Jennifer accomplish her goals?

ANSWER: When people work toward the same constructive goal, they build a community. A business leader who works with many others to help poor schoolchildren is an ideal example of someone who builds a community. Leadership researcher Peter G. Northouse explains that leaders need to take into account their own and their followers’ purposes, and search for goals that are compatible to all.

Jennifer can take any of the following steps to achieve her goal of building a community: • • •

Help build a sustainable environment Engage in social entrepreneurship Engage in philanthropy

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 6.3 - Describe what leaders can do to foster an ethical and socially responsible organization.

6.4 - Identify the link between business ethics and organizational performance.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Principles and Practices of Ethical and Moral Leadership, Providing Strategic Leadership of Ethics and Social Responsibility.

KEYWORDS: Bloom's: Application NOTES: Digital Story: Lead

Chapter 07: Power, Politics, and Leadership 1. Working on problems critical to the company's success helps provide a person with power. a. True b. False ANSWER: True RATIONALE: The strategic contingency theory of power suggests that units best able to cope with the firm’s critical problems and uncertainties acquire relatively large amounts of power. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 2. Managers who share their power with their group members actually experience an increase in their own power. a. True b. False ANSWER: True RATIONALE: A leader’s power and influence increases when they share power with others. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. An important component of full-fledged empowerment is that the manager decides which method the group members should use to accomplish their tasks. a. True b. False ANSWER: False RATIONALE: A leader can empower team members simply by fostering greater initiative and responsibility in their assignments. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 4. Self-leadership occurs when the group members choose their own leader. a. True b. False ANSWER: False RATIONALE: The basic idea of self-leadership is that all organizational members are capable of leading themselves, at least to some extent. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. Empowerment is a broader concept than delegation because delegation is focused on a specific task. a. True b. False ANSWER: True RATIONALE: Delegation is narrower than empowerment because it deals with a specific task, whereas empowerment covers a broad range of activities and a mental set about assuming more responsibility. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 6. An analysis of organizational politics reveals that political skill combines social awareness with the ability to communicate well. a. True

b. False ANSWER: RATIONALE:

True As defined by a group of researchers, political skill is a constructive force. It is an interpersonal style that manifests itself in being socially astute and engaging in behaviors that lead to feelings of confidence, trust, and sincerity. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

7. A pyramid-shaped organization encourages organizational politics because people feel compelled to compete for a limited number of powerful positions. a. True b. False ANSWER: True RATIONALE: A pyramid concentrates power at the top. Only so much power is therefore available to distribute among the many people who would like more of it. See “Factors that Contribute to Organizational Politics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.4 - Pinpoint factors contributing to organizational politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors that Contribute to Organizational Politics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 8. Pursuing or encouraging organizational politics can emphasize self-interest at the expense of others. a. True b. False ANSWER: True RATIONALE: Leaders need political skill for such purposes as building alliances and gaining resources for their constituents. Nevertheless, many writers still regard organizational politics as emphasizing self-interest at the expense of others, engaging in mysterious activities, or kissing up. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 9. A manager is being politically correct when they refer to a 70-year-old employee as "our most experienced worker" rather than "our oldest worker." a. True b. False ANSWER: True RATIONALE: Political correctness involves being careful not to offend or slight anyone, and being extra civil and respectful. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 10. Being tactless toward influential people has become a career booster because many managers invite honest feedback. a. True b. False ANSWER: False RATIONALE: To avoid hurting one's career, it is important to avoid or at least minimize being blatantly tactless toward influential people. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 11. The embrace-or-demolish political technique can include terminating people who disagree with management on major issues. a. True b. False

ANSWER: RATIONALE:

True A variation of embrace or demolish is to terminate managers from the acquired organization who oppose adapting to the culture of the new firm. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

12. Rating a high performer as mediocre in order to prevent their transfer out of one’s department is an example of playing territorial games. a. True b. False ANSWER: True RATIONALE: The purpose of territorial games is to vie for the three kinds of territory in the modern corporate survival game: information, relationships, or authority. A relationship is hoarded through such tactics as discouraging others from visiting a key customer or blocking a high performer from getting a promotion or transfer. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 13. Two common outcomes of the perception of organizational politics in a company are (1) less commitment to the organization and (2) a stronger intention to quit the company. a. True b. False ANSWER: True RATIONALE: The major outcomes related to the perception of politics were as follows: (1) more strain, or adverse effects of stress, (2) more intentions to quit, (3) less job satisfaction, (4) less emotional commitment to the employer, (5) lower task performance, and (6) less organizational citizenship behavior. See “Exercising Control over Dysfunctional Politics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: 7.6 - Characterize how a leader can control dysfunctional politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Exercising Control over Dysfunctional Politics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 14. When a boss practices favoritism or cronyism, organizational politics tends to decrease. a. True b. False ANSWER: False RATIONALE: When a boss practices favoritism or cronyism, organizational politics tends to increase. See “Exercising Control over Dysfunctional Politics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.6 - Characterize how a leader can control dysfunctional politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Exercising Control over Dysfunctional Politics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 15. When a state of goal congruence exists, workers are more likely to play organizational politics. a. True b. False ANSWER: False RATIONALE: One way of reducing the extent of political behavior is for individuals and the organization to share the same goals, a situation described as goal congruence. See “Exercising Control over Dysfunctional Politics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.6 - Characterize how a leader can control dysfunctional politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Exercising Control over Dysfunctional Politics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 16. Hiring people with high integrity tends to increase politics in the office because people with integrity tend to be very ambitious. a. True b. False

ANSWER: RATIONALE:

False Hiring people with high integrity will help reduce the number of dysfunctional political players. See “Exercising Control over Dysfunctional Politics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 7.6 - Characterize how a leader can control dysfunctional politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Exercising Control over Dysfunctional Politics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

17. One type of personal power would be power stemming from the: a. relevant expertise a person brings to the job. b. ownership stake a person has in the firm. c. rewards a manager can administer. d. closeness to a key executive.

ANSWER: a RATIONALE: Expert power is the ability to influence others through specialized knowledge, skills, or abilities. Hence, it is a form of personal power. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 18. Which of the 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: The lawful right to make a decision and expect compliance is called legitimate power. Being appointed a corporate officer brings with it the legitimate right to make a decision and expect compliance. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 19.

power stems from a leader's authority to respond to the consequences of people's actions. a. Information b. Prestige c. Expert d. Reward ANSWER: d RATIONALE: The authority to compensate employees for compliance is reward power, and the power to punish for noncompliance is coercive power. Both these types of power stems from a leader's authority to respond to the consequences of people's actions. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 20.

power is a type of personal power. a. Legitimate b. Referent c. Reward d. Coercive ANSWER: b RATIONALE: Expert power and referent power contribute to charisma. They are derived from the person rather than the organization. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

21. A leader acquires prestige power through: a. association with successful people. b. making the right contacts. c. developing an outside reputation. d. skillful use of organizational politics.

ANSWER: c RATIONALE: Prestige power refers to the power stemming from a person’s status and reputation. A leader acquires prestige power through developing an outside reputation through important business successes. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 22. Roxanne, a manager, applies the dependence perspective toward power when she: a. emphasizes empowering staff members. b. proves to higher management that she is dependable. c. acts dependent and weak in meetings. d. makes her staff members dependent on her to pursue their ideas.

ANSWER: d RATIONALE: According to the dependence perspective, people accrue power when others depend on them for things of value. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 23. According to the dependence perspective, Alex has power over Ziggy when: a. Alex and Ziggy work collaboratively. b. Alex is dependent on Ziggy. c. Ziggy is dependent on Alex. d. Alex and Ziggy work independently of each other.

ANSWER: c

RATIONALE:

According to the dependence perspective, people accrue power when others are dependent on them for things of value. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

24. Wanda, a team leader, is managing the critical role of selling company assets to raise cash and has, therefore, gained prominence. Which of the following is the explanation for the source of power Wanda is exercising? a. Strategic contingency theory b. Prestige power c. Power stemming from being close to power d. Power stemming from ownership ANSWER: a RATIONALE: The strategic contingency theory of power suggests that units best able to cope with the firm’s critical problems and uncertainties acquire relatively large amounts of power. Wanda's influence over organizational decisions, such as selling company assets, illustrates this theory. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 25. A consequence of the dependence perspective is that when leaders start losing their ability to control resources, they: a. shift to another source of power. b. become dependent on the organization. c. compensate by receiving additional position power. d. lose power.

ANSWER: d RATIONALE: According to the dependence perspective, when leaders lose some of their ability to control resources, their power declines. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 26. The higher a unit reports in a firm's hierarchy, the: a. less dependent it is on organizational resources. b. more likely it will be the first to go during downsizing. c. more power it acquires. d. less likely it is to accrue opportunity power.

ANSWER: c RATIONALE: The closer a person is to power, the greater the power they exert. Likewise, the higher a unit reports in a firm’s hierarchy, the more power it possesses. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 27. Two components of empowerment revealed by research are: a. competence and self-determination. b. command and control. c. consideration and initiating structure. d. risk taking and error correction.

ANSWER: a RATIONALE: Gretchen M. Spreitzer conducted research in several work settings to develop a psychological definition of empowerment. Four components were identified: meaning, competence, selfdetermination, and impact. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

28. Gus has been empowered by his manager to develop a new workflow design for the office. After completing the task successfully, Gus believes that he has the ability to perform another important task. The characteristic of empowerment just described is: a. self-determination. b. internal commitment. c. meaning. d. self-efficacy.

ANSWER: d RATIONALE: Competence, or self-efficacy, is an individual’s belief in his or her capability to perform a particular task well. Gus's confidence in his ability to perform new, important tasks is indicative of his sense of competence. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader 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: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 30. Which one of the following should be considered the least effective contributor to empowerment? a. Starting with small changes and then building on the early success b. Providing a positive emotional atmosphere

c. Encouraging employees to set their own limits to empowerment d. Making rewards visible ANSWER: c RATIONALE: One major situation in which empowerment creates disharmony and dysfunction is when empowered group members feel that they can now make decisions unilaterally, without conferring with managers, team leaders, or other team members. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 31. A study of empowerment in a firm with operations in the United States, Mexico, Poland, and India found that empowerment was negatively associated with job satisfaction among the workers in: a. India. b. Mexico. c. Poland. d. the United States.

ANSWER: a RATIONALE: In one study, data from employees of a single firm with operations in the United States, Mexico, Poland, and India were used to test the fit of empowerment and continuous improvement practices with national culture. It was found that empowerment was negatively associated with job satisfaction in the Indian plants, but positively associated in the other three samples. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader 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.

ANSWER: c

RATIONALE:

Some people engage in political behavior because they want to manipulate others, sometimes for their own personal advantage. Such behavior is termed Machiavellianism. See “Factors That Contribute to Organizational Politics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.4 - Pinpoint factors contributing to organizational politics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Application NOTES: Digital story: Perform

33. Which factor is least likely to contribute to political behavior in the workplace? a. Environmental uncertainty and turbulence b. Emotional insecurity of workers c. A pyramid-shaped organization structure d. Rejecting unwarranted compliments from subordinates 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: 7.4 - Pinpoint factors contributing to organizational politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors that Contribute to Organizational Politics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 34. Anika Bananga, a CEO, is a Black woman raised in Africa. While introducing Bananga to work associates, it would be most politically correct to say, "I would like you to meet Anika Bananga, our ........... " a. beautiful lady CEO b. CEO c. CEO and first black person in this position d. African-American CEO ANSWER: b RATIONALE: Political correctness involves being careful not to offend or slight anyone, and being extra civil and respectful. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Challenging

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 35. Sending thank-you notes to large numbers of people is regarded as a: a. basic, but effective, political technique. b. way to make a quick showing. c. method of keeping others informed. d. method of controlling lines of communication.

ANSWER: a RATIONALE: One of the most basic political tactics, sending thank-you notes profusely is simply an application of sound human relations. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 36. A major political blunder is to: a. be tactless toward influential people. b. agree with everything the boss says in a public forum. c. participate in dress-down days. d. accept the first offer from top management.

ANSWER: a RATIONALE: A major political blunder is being tactless toward influential people. To avoid hurting your career, it is important to avoid or at least minimize being blatantly tactless toward influential people. See “Political Tactics and Strategies."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

37. After creating a false catastrophe, a particularly devious political player: a. apologizes and admits their falsehood. b. claims to have resolved the problem. c. openly laughs at management for believing the story. d. asks another department to solve the problem.

ANSWER: b RATIONALE: An advanced devious tactic for a manager is to pretend a catastrophe exists and then proceed to “rescue” others from the catastrophe, thereby appearing to be a superhero. The political player rushes in and declares that everything is a mess and the situation is almost hopeless; shortly thereafter, they resolve the problem. See “Political Tactics and Strategies."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Diversity TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 38. A recommended way of reducing disruptive politics within the workgroup is to: a. tightly control information on how rewards will be allocated. b. prefer to work with the least political group members. c. threaten to stab in the back those who play politics excessively. d. avoid favoritism.

ANSWER: d RATIONALE: Avoiding giving the best rewards to the group members you like the best, or to old friends, is a potent way of minimizing politics within a work group. See “Exercising Control over Dysfunctional Politics."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.6 - Characterize how a leader can control dysfunctional politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Exercising Control over Dysfunctional Politics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 39. A recommended strategy for minimizing office politics is to: a. set a good example at the top. b. reward people for snitching on office politicians.

c. keep tighter control of information. d. increase the competition for jobs.

ANSWER: a RATIONALE: Setting good examples at the top of the organization can help reduce the frequency and intensity of organizational politics. See “Exercising Control over Dysfunctional Politics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.6 - Characterize how a leader can control dysfunctional politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Exercising Control over Dysfunctional Politics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 40. Middle manager Barney practices favoritism when he recommends for promotion: a. a worker chosen at random. b. a golfing buddy who is a poor performer. c. a worker suggested by his boss. d. the best performer in the department.

ANSWER: b RATIONALE: Giving the best rewards to the group members one likes the best, or to old friends, is known as favoritism. See “Exercising Control over Dysfunctional Politics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.6 - Characterize how a leader can control dysfunctional politics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Exercising Control over Dysfunctional Politics 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. Schmoozing b. Sucking up c. Bartering influence d. Developing power contacts ANSWER: d RATIONALE: Cultivating friendly, cooperative relationships with powerful organizational members and outsiders can make the leader’s cause much easier to advance. See “Political Tactics and Strategies.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 42. Keith often resorts to excessive flattery to obtain favorable treatment from his boss. Which factor is likely motivating Keith toward such behavior? a. Making a quick showing b. Machiavellian tendencies c. Emotional insecurity d. Controlling vital information ANSWER: c RATIONALE: A number of individual and organizational factors contribute to political behavior. Owing to emotional insecurity, some people resort to political maneuvers to ingratiate themselves with superiors because they lack confidence in their own talents and skills. See “Factors that Contribute to Organizational Politics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.4 - Pinpoint factors contributing to organizational politics.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors that Contribute to Organizational Politics KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 43.

refers to the idea that all organizational members are capable of leading themselves at least to some extent. a. Leadership commitment b. Internal commitment c. Self-leadership d. Organizational capability ANSWER: c RATIONALE: Encouraging team members to lead themselves is the heart of empowerment. The basic idea of self-leadership is that all organizational members are capable of leading themselves at least to some extent. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 44. Empowerment is most likely to create disharmony and dysfunction when workers . a. accrue power and their subordinates are dependent on them b. lack a clear perception of the boundaries of empowerment c. possess the ability to influence others through specialized knowledge, skills, or abilities d. are excessively dependent on their boss ANSWER: b RATIONALE: One major situation in which empowerment creates disharmony and dysfunction is when workers lack a clear perception of the boundaries of empowerment. Empowered group members may feel that they can now make decisions unilaterally, without conferring with managers, team leaders, or other team members. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.3 - Describe how to use delegation to support empowerment.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 45. Which of the following is true of delegation? a. It makes effective leadership more difficult than empowerment. b. It involves less checking on subordinates than empowerment. c. It is more motivational than empowerment. d. It is a narrower concept than empowerment.

ANSWER: d RATIONALE: Delegation is narrower than empowerment because it deals with a specific task, whereas empowerment covers a broad range of activities and a mental set about assuming more responsibility. See “Tactics for Becoming an Empowering Leader."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Comprehension

NOTES:

Digital story: Connect

46. Why is political skill considered to be a constructive force? a. It facilitates gaining power especially if practiced in the extreme. b. It encourages employees to adopt a strategy of being blatantly tactless toward influential people. c. It manifests itself in being socially astute and engaging in behaviors that lead to feelings of confidence and trust. d. It requires that one pretend to be nice but all the while plan someone’s demise.

ANSWER: c RATIONALE: As defined by a group of researchers, political skill is a constructive force. It is an interpersonal style that manifests itself in being socially astute and engaging in behaviors that lead to feelings of confidence, trust, and sincerity. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 47. During delegation, if responsibilities are not clearly defined by the delegator, the result can be: a. environmental uncertainty. b. a manager who knows they can no longer trust the subordinate. c. conflict between the delegator and the one delegated to. d. an opportunity for growth.

ANSWER: c RATIONALE: When delegation is poor, conflict often erupts between the individual who thought they were responsible for a task and the delegator. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Comprehension NOTES: 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. Prestige power

d. Expert power ANSWER: RATIONALE:

b Legitimate power gives the lawful right to make a decision and expect compliance. People at the highest levels in the organization have more power than do people below them. See “Sources and Types of Power.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

refers to an individual’s sense of having a choice in initiating and regulating actions. a. Self-interest b. Self-determination c. Self-esteem d. Self-efficacy ANSWER: b RATIONALE: Self-determination is an individual’s sense of having a choice in initiating and regulating actions. See “Tactics for Becoming an Empowering Leader.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 49.

50. According to the Law of Reciprocity (as it relates to organizational politics),: a. hard work pays off in the long run. b. everybody expects to be paid back. c. workers who are wronged seek revenge. d. leaders get even with disloyal group members.

ANSWER: b RATIONALE: According to the Law of Reciprocity, everybody in the world expects to be paid back. See “Political Tactics and Strategies.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Political Tactics and Strategies KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 51. According to a consultant cited in the leadership text, after the group is empowered, the leader: a. functions like a member of the group. b. should still provide guidance. c. gets involved mostly to provide discipline. d. basically stays behind the scenes.

ANSWER: b RATIONALE: Although leaders empower group members, they should still provide guidance, emotional support, and recognition. Mark Samuel helps companies organize into teams to enhance accountability for results, yet at the same time he emphasizes the leader’s role. See “Tactics for Becoming an Empowering Leader”.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 52. A rationale for empowerment is that the most successful organizations: a. have highly knowledgeable managers in most positions. b. invest heavily in research and development. c. have highly knowledgeable autocrats in most positions. d. effectively use the talents of all players on the team.

ANSWER: d RATIONALE: Strategy theorist Gary Hamel believes that companies that empower and train people at all levels to lead can create competitive advantage. The inference is that talent from all levels should capitalized upon, not just the talents of those at the top of the organizational pyramid.

See "Tactics for Becoming an Empowering Leader."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Tactics for Becoming an Empowering Leader Bloom's: Comprehension Digital story: Connect

53. When a floor manager empowers team members, the manager’s power: a. multiplies in direct proportion to the number of people receiving a power share. b. increases. c. remains approximately the same. d. decreases.

ANSWER: b RATIONALE: As team members receive more power, they can accomplish more and become more productive. And because managers share credit for their accomplishments, they become more powerful. See "Tactics for Becoming an Empowering Leader."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader 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: At the top of the organization, a leader’s legitimate power is strengthened when they carry the titles of both chief executive officer and chairman or chairwoman. Executives who occupy the dual role show a unity of command and strong leadership to stakeholders. See "Sources and Types of Power."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 55. In a research and development firm, the

has the most legitimate power.

a. lab manager b. senior research analyst c. head of research and development d. summer associate ANSWER: c RATIONALE: The lawful right to make a decision and expect compliance is called legitimate power. People at the highest levels in the organization have more power than do people below them. The head of research and department is the highest in the hierarchy and therefore has the most legitimate power. See "Sources and Types of Power."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 56. Which example represents a manager whose actions encourage organizational politics? a. A manager who has led their firm to profits over the last year b. A manager who relies on objective standards for judging performance c. A manager who frowns every time they receive criticism d. A manager who creates a stable and predictable work environment ANSWER: c RATIONALE: Such actions as frowning when receiving negative feedback or criticism is a factor the contributes to organizational politics. See "Factors Contributing to Organizational Politics."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.4 - Pinpoint factors contributing to organizational politics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors Contributing to Organizational Politics KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 57. Which case demonstrates the gaining of power according to the dependence perspective? 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 seeks Clara’s inputs and advice to improve his performance.

ANSWER: d RATIONALE: According to the dependence perspective, people accrue power when others depend on them

for things of value. Bill depends on Clara for ideas and inputs, so Clara's power over Bill stems from dependencies. See "Sources and Types of Power."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 58. Jeff has been appointed as the new CEO of a banking company. Jeff 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 an 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.

Company leadership team must sometimes find the right balance between control and empowerment. Companies generally need more control in times of distress. Once Jeff has steered the company towards the right course, he should encourage more empowerment so that managers and workers can figure out how to implement the new policies and practices.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 7.1 - Describe the various types of power.

7.2 - Articulate tactics used for becoming an empowering leader.

7.3 - Describe how to use delegation to support empowerment.

7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sources and Types of Power, Tactics for Becoming an Empowering Leader, Exercising Control over Dysfunctional Politics 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, while others frequently compliment the store

manager. Some employees report that they do not feel like they have a voice in the administrative or operating outcomes on their job. What should Greta do in order to avoid negative consequences of political behavior? How can she make the employees feel that they can participate in management?

ANSWER: It appears that the store is suffering from disharmony and dysfunction created by excessive organizational politics. In order to curb the influence of organizational politics, Greta should implement promotion and rewards plans that have the standards for promotion in place, so that favoritism and cronyism is avoided. Politics can also be constrained by a threat to discuss questionable information in a public forum. Encouraging the employees to report devious behavior would help. Finally, 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. It may be helpful for the leader to announce during a staff meeting that devious political behavior is undesirable and unprofessional.

In its basic meaning, empowerment refers to passing decision-making authority and responsibility from managers to group members. Almost any form of participative management, shared decision making, and delegation can be regarded as empowerment.

Impact, a component of empowerment, is the degree to which the worker can influence strategic, administrative, or operating outcomes on the job. Greta should empower the manager and employees of the store along all four components: meaning, competence, selfdetermination, and impact.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 7.2 - Articulate tactics used for becoming an empowering leader.

7.5 - Enumerate both ethical and unethical political behaviors.

7.6 - Characterize how a leader can control dysfunctional politics.

7.4 - Define the various organizational engagement and retention determinants.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Tactics for Becoming an Empowering Leader, Factors that Contribute to Organizational Politics, Political Tactics and Strategies, Exercising Control over Dysfunctional Politics KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead 60. Taylor works as a supervisor in an information technology firm. In his quest for more power, he often resorts to manipulating others for his own personal advantage. Discuss the tendencies that could have contributed to this type of organizational politics. What should Taylor do if he wants to repair the relationships he has damaged and earn the trust and respect of his co-workers and team members?

ANSWER: Some people engage in political behavior because they want to manipulate others, sometimes for their own personal advantage. Such behavior and actions, as exhibited by Taylor in this scenario, are referred to as Machiavellian tendencies. The term Machiavellianism traces back to Niccolo Machiavelli (1469–1527), an Italian political philosopher and statesman. His most famous work, The Prince, describes how a leader may acquire and maintain power.

Machiavelli’s ideal prince was an amoral, manipulating tyrant who would restore the Italian city-state of Florence to its former glory. A study by Gerald Biberman showed a positive relationship between Machiavellianism and political behavior, based on questionnaires that measured these two tendencies.

Building relationships is a key part of success at the workplace. If Taylor wants to repair the

damage cause by his Machiavellian tendencies he can use any of the following strategies aimed at building relationships: Display loyalty: A loyal worker is valued because organizations prosper more with loyal than with disloyal employees. Blind loyalty—the belief that the organization cannot make a mistake—is uncalled for because most rational organizations welcome constructive criticism.

Be courteous, pleasant, and positive: Polite behavior provides an advantage because many people believe that civility has become a rare quality.

Ask advice: Asking advice on work-related topics builds relationships with other employees.

Asking another person for advice—someone whose job does not require giving it—will usually be perceived as a compliment.

Taylor must also refrain from unethical political behaviors such as backstabbing, setting a person up for failure, deploying divide-and-rule strategies in his team, or playing territorial games.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 7.4 - Pinpoint factors contributing to organizational politics.

7.5 - Enumerate both ethical and unethical political behaviors.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Factors that Contribute to Organizational Politics, Political Tactics and Strategies KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead

Chapter 08: Influence Tactics of Leaders 1. The outcome of influence tactics are not affected by the leader's personality traits. a. True b. False ANSWER: False RATIONALE: The leader’s personality traits affect the outcome of influence tactics. An extroverted and warm leader who has charisma can more readily use some influence tactics than a leader who is introverted and cold. See “A Model of Power and Influence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power and influence.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 2. To use personal magnetism as an influence tactic, the person strikes a bargain with the person to be influenced. a. True b. False ANSWER: False RATIONALE: Personal magnetism is the quality of being captivating, charming, and charismatic. Offering to exchange favors on another person to achieve a work goal is another standard influence tactic. By making an exchange, you strike a bargain with the other party. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Essentially Ethical and Honest Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 3. The more powerful leaders are, the more they need to create a coalition. a. True b. False ANSWER: False RATIONALE: The more powerful leaders are, the less they need to create a coalition. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Moderate

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Essentially Ethical and Honest Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 4. A hands-on leader is typically task oriented. a. True b. False ANSWER: True RATIONALE: A hands-on leader gets directly involved in the details and processes of operations. Such a leader has expertise, is task oriented, and leads by example. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Essentially Ethical and Honest Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. An example of undue pressure is leaders using threats or warnings when trying to get a job done by subordinates. a. True b. False ANSWER: True RATIONALE: A specific behavior associated with undue pressure is using threats or warnings by leaders when they try to get their subordinates perform a task. See “Essentially Dishonest and Unethical Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.4 - Pinpoint a set of dishonest and unethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 6. To use debasement as an influence tactic, the influence agent might say, "I realize I'm not the brightest new manager in

the company, so I really need your help." a. True b. False ANSWER: True RATIONALE: Debasement means demeaning or insulting oneself to control the behavior of another person.

Thus, while attempting debasement to garner support, a manger often communicates a message in which they are devalued. See “Essentially Dishonest and Unethical Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.4 - Pinpoint a set of dishonest and unethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Ethics - BUSPROG: Techn - BUSPROG: Ethics - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Engage 7. When using ingratiation as an influence tactic, the influence agent acts abrasively and aggressively toward the influence target. a. True b. False ANSWER: False RATIONALE: Ingratiation is used by an influence agent to win targets’ favor. Thus, the influence agent does not act aggressively and abrasively for the influence target. See “Essentially Dishonest and Unethical Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.4 - Pinpoint a set of dishonest and unethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 8. Good-natured kidding is especially effective when a straightforward statement might be interpreted as harsh criticism. a. True b. False ANSWER: True RATIONALE: Good-natured kidding is especially effective when a straightforward statement might be interpreted as harsh criticism. Joking or kidding can thus get the message across and lower the risk that the influence target will become angry with the influence agent. See “Essentially Neutral Influence Tactics.”

POINTS: 1

DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.3 - Identify a set of influence tactics relatively neutral with response to ethics and honesty.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Engage 9. Top-level leaders exert their influence attempts in the direction of bringing about changes throughout the entire organization. a. True b. False ANSWER: True RATIONALE: Top-level leaders exert many of their influence attempts in the direction of bringing about changes throughout the entire organization, often by attempting to overhaul the organizational culture. See “Leadership Influence for Organizational Change.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.5 - Articulate how leaders use influence to bring about organizational change.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Influence for Organizational Change KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 10. A means to bring about change and ensure that a healthy corporate culture is maintained in the organization is to establish a punishment system that reinforces the culture. a. True b. False ANSWER: False RATIONALE: A means to bring about change and ensuring that a healthy corporate culture is maintained in the organization is to establish a reward system that reinforces the culture. See “Leadership Influence for Organizational Change.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.5 - Articulate how leaders use influence to bring about organizational change.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Influence for Organizational Change KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

11. Leaders must behave in ways consistent with the values and practices they wish to see imitated throughout the organization. a. True b. False ANSWER: True RATIONALE: Leaders must behave in ways consistent with the values and practices they wish to see imitated throughout the organization. If the change the leader wants is a stronger focus on customer service, leaders must treat employees as customers, thereby acting as role models for the way customers should be treated. See “Leadership Influence for Organizational Change.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.5 - Articulate how leaders use influence to bring about organizational change.

NATIONAL STANDARDS: United States - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Influence for Organizational Change KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 12. A recommended way of sequencing influence tactics is to begin with an abrasive tactic and then move toward a more positive tactic. a. True b. False ANSWER: False RATIONALE: In general, it is recommended to begin with the most positive, or least abrasive, influence tactic. If an influence agent does not gain the advantage they seek, it is recommended that they move to a stronger tactic. See “Sequencing of Influence Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.6 - Enumerate how influence tactics should be sequenced.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sequencing of Influence Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Connect 13. The lower position power an individual exerts over another, the less the need for being cautious in the use of influence tactics. a. True b. False ANSWER: False

RATIONALE:

In addition to the sequencing of tactics, the influence agent must also consider the direction of the influence attempt as a contingency factor. In general, the more position power an individual exerts over another, the less the need for being cautious in the use of influence tactics. See “Sequencing of Influence Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.6 - Enumerate how influence tactics should be sequenced.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sequencing of Influence Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

14. A sensible approach of sequencing influence tactics is to begin with low-cost, low-risk tactics. a. True b. False ANSWER: True RATIONALE: The sequencing of tactics can be considered in terms of cost and risk. A sensible approach is to begin with low-cost, low-risk tactics. If the outcome is important enough, the influence agent can then proceed to higher-cost and higher-risk influence tactics. See “Sequencing of Influence Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.6 - Enumerate how influence tactics should be sequenced.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sequencing of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 15. In the context of implicit leadership theories, personal assumptions about an ideal organizational leader develop through socialization and past experience with leaders. a. True b. False ANSWER: True RATIONALE: Implicit leadership theories are personal assumptions about the traits and abilities that characterize an ideal organizational leader. These assumptions, both stated and unstated, develop through socialization and past experiences with leaders. See “Implicit Leadership Theories and Leadership Influence.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: 8.7 - Clarify how implicit leadership theories are related to a leader’s ability to influence group members.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Implicit Leadership Theories and Leadership Influence KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 16. As indicated by implicit leadership theories, two examples of leadership prototypes are tyranny and masculinity. a. True b. False ANSWER: False RATIONALE: Tyranny and masculinity depict antiprototypes. Antiprototypes are traits and behavior people do not want to see in a leader. See “Implicit Leadership Theories and Leadership Influence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 8.7 - Clarify how implicit leadership theories are related to a leader’s ability to influence group members.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Implicit Leadership Theories and Leadership Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 17. A leader must acquire in order to influence others. a. a minimum percentage of the organization's shares b. power c. credibility d. the vast majority of employees worry about job security.

ANSWER: b RATIONALE: Leaders are influential only when they exercise power. A leader, therefore, must acquire power in order to influence others. See “A Model of Power and Influence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power and influence.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 18.

is the most successful influence outcome.

a. Commitment b. Compliance c. Resistance d. Debasement ANSWER: RATIONALE:

a Commitment is the most successful outcome. The target of the influence attempt is enthusiastic about carrying out the request and makes a full effort. Commitment is particularly important for complex, difficult tasks because these require full concentration and effort. See “A Model of Power and Influence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power and influence.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

19. The three outcomes of influence tactics are . a. commitment, compliance, and resistance b. power, skills, and outcomes c. manipulation, ingratiation, and submission d. empowerment, obedience, and concession ANSWER: a RATIONALE: The three possible outcomes are commitment, compliance, and resistance. See “A Model of Power and Influence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power an influence.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 20. According to the model of power influence presented in the text, the effectiveness of influence tactics is affected by . a. strategies, rules, and procedures b. aspirations, motivations, and skills c. leader traits, leader behaviors, and the situation d. consideration and initiating structure ANSWER: c

Influence tactics are in turn moderated, or affected by, the leader’s traits, the leader’s behaviors, and the situation. See “A Model of Power and Influence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power and influence.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

RATIONALE:

21. A major moderating variable in the use of rational persuasion is the: a. age of the organization. b. number of organizational levels. c. age of the influence agent. d. credibility of the influence agent.

ANSWER: d RATIONALE: A major moderating variable in rational persuasion is the credibility of the influence agent.

Credibility helps an individual be persuasive in two ways. First, it makes a person more convincing. Second, it contributes to a person’s perceived power, and the more power one is perceived to have, the more targets will be influenced. See “Essentially Dishonest and Unethical Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.4 - Pinpoint a set of dishonest and unethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 22. Which influence tactic requires that the leader serve as a model for the desired behavior? a. Exchanging favors and bargaining b. Rational persuasion c. Leading by example d. Getting network members to support your position ANSWER: c RATIONALE: In leading by example, the leader acts as a positive role model or example to subordinates.

See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 23. A recommended technique for exchanging favors is to: a. build an initial relationship with the other person. b. give the other person as much time as is feasible to comply. c. explain why you are worthy of receiving special treatment. d. limit your request to one, clear-cut option.

ANSWER: b RATIONALE: A recommended approach to asking for a favor is to give the other person as much time as feasible to accomplish the task, such as by saying, “Could you find ten minutes between now and the end of the month to help me?” See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 24. Nancy, a middle manager, wants to use the influence tactic of legitimating to improve quality within her unit. Nancy therefore: a. develops a large number of people within her network. b. does favors for people so she can call on them later. c. explains that top management wants quality improvements. d. consults regularly with group members.

ANSWER: c RATIONALE: Making legitimate requests is an effective influence tactic because most workers are willing to comply with regulations. A team leader can thus exert influence with a statement such as “Top management wants a 25-percent reduction in customer complaints by next year. I’m therefore urging everybody to patch up any customer problems they can find.” See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Description and Explanation of Influence Tactics Bloom's: Application Digital story: Perform

25. An important part of making an inspirational appeal is to: a. display emotion genuinely as needed. b. do favors for other people without asking for reciprocity. c. form coalitions. d. consult regularly with group members.

ANSWER: a RATIONALE: An inspirational appeal usually involves displaying emotion and appealing to group members’ emotions. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 26. An inspirational appeal is more likely to be effective when the influence agent: a. pushes hard for their own agenda. b. involves workers in the change process. c. disguises what are attempting to accomplish. d. mixes the inspirational appeal with a touch of Machiavellianism.

ANSWER: b RATIONALE: Another approach to inspiring workers is to create a vision that surpasses the wants and needs of most people. One way in which leaders at both Apple and Google have inspired workers is to involve them in a vision of “changing the world” with their products and services. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 27. An individual who has strong personal magnetism:

a. relies on formal authority to influence others. b. influences others by breaking down their defenses. c. is likely to draw a lot of enemies to him or her. d. influences others by being captivating and charming.

ANSWER: d RATIONALE: Personal magnetism is the quality of being captivating, charming, and charismatic.

Possessing personal magnetism makes it easier for the leader to inspire people. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 28. The purpose of forming a coalition is to: a. ingratiate yourself with other people. b. combine your power with that of others. c. impress others by the number of people in your network. d. legitimize your requests.

ANSWER: b RATIONALE: A coalition is a specific arrangement of parties working together to combine their power. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 29. Team play can be an influence tactic when a person: a. develops a large network. b. gets others to work as a team but also is a solo player. c. is more concerned about collaboration than tough-mindedness. d. behaves as an authoritarian leader.

ANSWER: c RATIONALE: Being a team player is a more effective influence tactic in an organizational culture that emphasizes collaboration than one in which being tough-minded and decisive is more in

vogue. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 30. Derek is a hands-on leader, so he is likely to: a. put his arms around the shoulders of a group member. b. answer his own email. c. telephone his boss frequently. d. get involved directly in solving customer problems.

ANSWER: d RATIONALE: A hands-on leader is one who gets directly involved in the details and processes of operations. Such a leader has expertise, is task oriented, and leads by example. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 31. At which level in an organization is hands-on leadership usually expected? a. Managerial level b. Shareholder level c. Contract employee level d. Levels below the executive category ANSWER: d RATIONALE: A hands-on leader gets directly involved in the details and processes of operations. Hands-on leadership is usually expected at levels below the executive level. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 32. An example of Machiavellianism would be for a manager to tell a group member that they must: a. work every Saturday to be evaluated as a good team player. b. accomplish goals that fit the company's strategic goals. c. conform to company rules and regulations. d. have lunch together to discuss a new software system.

ANSWER: a RATIONALE: A modern example of deliberate Machiavellianism is the practice of forcing managerial and professional employees into working many extra hours of uncompensated overtime. See “Essentially Dishonest and Unethical Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.4 - Pinpoint a set of dishonest and unethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 33. Oscar engages in debasement when he tells the person he is trying to influence: a. “You are well dressed today.” b. “Scientific evidence suggests that my position is correct.” c. “How important is your paycheck to you?” d. “I may not be well informed, but here is my opinion.”

ANSWER: d RATIONALE: A subtle manipulative tactic is debasement, demeaning or insulting oneself to control the behavior of another person. See “Essentially Dishonest and Unethical Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.4 - Pinpoint a set of dishonest and unethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 34. A good example of ingratiation when dealing with a person you are trying to influence would be for you to:

a. praise that person lavishly. b. ignore the person’s first three demands. c. mention your power contacts. d. stretch the truth to look good.

ANSWER: a RATIONALE: Praising or flattery is a form of ingratiation. When ingratiation takes the form of welldeserved flattery or compliments, it is a positive tactic. See “Essentially Neutral Influence Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.3 - Identify a set of influence tactics relatively neutral with response to ethics and honesty.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 35. When ingratiation takes the form of well-deserved flattery or compliments, it is a influence tactic. a. negative b. positive c. mixed d. exaggerated ANSWER: b RATIONALE: When ingratiation takes the form of well-deserved flattery or compliments, it is a positive tactic. See “Essentially Neutral Influence Tactics.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.3 - Identify a set of influence tactics relatively neutral with respect to ethics and honesty.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 36. Joking or kidding is often used as an influence tactic when: a. dealing with undermotivated people. b. being direct might be interpreted as being too harsh. c. dealing with people of higher rank. d. a person wants to be unusually ethical and straightforward.

ANSWER: b RATIONALE: Good-natured kidding is especially effective when a straightforward statement might be interpreted as harsh criticism. Joking or kidding can thus get the message across and lower

the risk that the influence target will be angry with the influence agent. See “Essentially Neutral Influence Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.3 - Identify a set of influence tactics relatively neutral with respect to ethics and honesty.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Moderate NOTES: Digital story: Connect 37. When a top-level executive wants to influence a large number of employees, the executive will most likely: a. attempt to change the organization culture. b. use ingratiation with as many workers as feasible. c. exchange favors with as many workers as feasible. d. create the position of organizational change agent.

ANSWER: a RATIONALE: Top-level leaders exert many of their influence attempts in the direction of bringing about changes throughout the entire organization, often by attempting to overhaul the organizational culture. See “Leadership Influence for Organizational Change.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.5 - Articulate how leaders use influence to bring about organizational change.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Influence for Organizational Change KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 38. To bring about organization change effectively, an executive is best advised to: a. disregard the process of executive edit. b. disregard cultural aspects while establishing the new reward system. c. serve as a role model for the desired attitudes and behaviors. d. focus more existing candidates than selecting new candidates.

ANSWER: c RATIONALE: Leaders must behave in ways consistent with the values and practices they wish to see imitated throughout the organization. In this context, it is essential that the influence agent serves as an effective role model of the change. See “Leadership Influence for Organizational Change.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 8.5 - Articulate how leaders use influence to bring about organizational change.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Influence for Organizational Change KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 39. If all of the following influence tactics were available to you in a given situation, which should you begin with? a. Rational persuasion b. Exchanging favors c. Machiavellian techniques d. Appeals to higher authority ANSWER: a RATIONALE: In general, you should begin with the most positive or least abrasive tactic. If you do not gain the advantage you seek, proceed to a stronger tactic. See “Sequencing of Influence Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.6 - Enumerate how influence tactics should be sequenced.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sequencing of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 40. Co-opting antagonists is defined as: a. assigning an ally to work as a spy for an opponent. b. winning over opponents by making them part of your team. c. encouraging your opponents to shop at an organic grocery store. d. demoting an opponent.

ANSWER: b RATIONALE: Co-opting antagonists, a potentially effective influence tactic as well as a method of conflict resolution, is defined as finding a clever way to get the other person or group of persons to join forces with you. See “Essentially Neutral Influence Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.3 - Identify a set of influence tactics relatively neutral with response to ethics and honesty.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Comprehension

NOTES:

Digital story: Connect

41. A rule of thumb offered for the sequencing of influence tactics is to: a. first mirror the influence tactic of the other person, then try your own. b. begin with the ethical, then shift to the unethical. c. begin with the most positive, or least abrasive, tactic. d. first be more serious, then move toward joking and kidding.

ANSWER: c RATIONALE: In the context of sequencing of influence tactics, it is advisable to begin with the most positive or least abrasive tactic. See “Sequencing of Influence Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.6 - Enumerate how influence tactics should be sequenced.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sequencing of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 42. A guideline offered for the sequencing of influence tactics is to begin with a: a. high-cost, high-risk tactic. b. low-cost, low-risk tactic. c. low-cost, high-risk tactic. d. moderate-cost, moderate-risk tactic.

ANSWER: b RATIONALE: A sensible approach is to begin with low-cost, low-risk tactics. If the outcome is important enough to the influence agent, they can then proceed to higher-cost and higher-risk influence tactics. An example of a low-cost, low-risk tactic would be joking and kidding. See “Sequencing of Influence Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.6 - Enumerate how influence tactics should be sequenced.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sequencing of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 43. In terms of exerting influence, the more position power a person has over another,: a. the less need for being cautious in the use of influence tactics. b. the more the need for being cautious in the use of influence tactics. c. the more the need to consider an open-door communication policy.

d. the less the need to consider an open-door communication policy.

ANSWER: a RATIONALE: In general, the more position power an individual exerts over another, the less the need for being cautious in the use of influence tactics. For example, a vice president can more readily use undue pressure against a supervisor than vice versa. See “Sequencing of Influence Tactics.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.6 - Enumerate how influence tactics should be sequenced.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sequencing of Influence Tactics KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 44. Implicit leadership theories deal mostly with personal assumptions: a. about the type of leader most people would like to become. b. leaders make about the capabilities of group members. c. companies make about their leaders. d. about the attributes of an ideal organizational leader.

ANSWER: d RATIONALE: Implicit leadership theories are personal assumptions about the traits and abilities that characterize an ideal organizational leader. These assumptions are both stated and unstated.

See “Implicit Leadership Theories and Leadership Influence.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.7 - Clarify how implicit leadership theories are related to a leader’s ability to influence group members.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Implicit Leadership Theories and Leadership Influence KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 45. According to implicit leadership theories, one example of a leadership antiprototype would be . a. intelligence b. charisma c. tyranny d. violence ANSWER: c RATIONALE: In the context of implicit leadership theories, antiprototypes are traits and behaviors people do not want to see in a leader. Tyranny is one of the antiprotypic traits. See “Implicit

Leadership Theories and Leadership Influence.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.7 - Clarify how implicit leadership theories are related to a leader’s ability to influence group members.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Implicit Leadership Theories and Leadership Influence KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 46. Ryan is apathetic about carrying out a request made by his team manager to draft an agenda for the upcoming target meeting. He is not particularly overjoyed about the task, but makes a modest effort in doing it. In the context of influence outcomes, the influence attempt of Ryan's manager is an example of . a. compliance b. commitment c. resistance d. debasement ANSWER: a RATIONALE: In the context of influence outcomes, the influence attempt made by Ryan's manager is an example of compliance. Compliance means that the influence attempt is partially successful: The target person is apathetic (not overjoyed) about carrying out the request and makes only a modest effort. See “A Model of Power and Influence.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power and influence.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 47. In an attempt to convince her team members about the merits of a proposed business plan, Margaret adopts the influence tactic of explaining the percentage increase in salary that each of her team members will enjoy if the plan is successful. In this case, Margaret's attempt is an example of . a. debasement b. apprising c. bargaining d. joking ANSWER: b RATIONALE: In the context discussed in the question, Margaret attempts apprising. Apprising means that the influence agent explains how carrying out a request or supporting a proposal will benefit the target personally, including advancing the target’s career. See “Essentially Ethical and

Honest Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 48. Tina offers an expensive gift to her subordinate, provided the subordinate helps her with the content of a PowerPoint presentation, work that was originally assigned to Tina. In this context, which of the following influence tactics is practiced by Tina? a. Exchanging favors b. Leading by example c. Using rational persuasion d. Explaining benefits to the target ANSWER: a RATIONALE: In this context, Tina attempts the influence tactic of exchanging favors and bargaining. This tactic involves offering to exchange favors if another person will help you achieve a work goal. See “Essentially Ethical and Honest Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 49. Anne, the creative head of a publisher of teen fiction, decides to form an alliance with the creative heads of other publishing houses in the city. In the context of influence tactics, an alliance of this kind, if formed, becomes an example of a(n) . a. conglomerate b. being a team player c. consultancy d. coalition ANSWER: d RATIONALE: In the context of influence tactics, the alliance which Anne forms is an example of a coalition. At times, it is difficult to influence an individual or group by acting alone. A leader will then have to form coalitions, or alliances, with others to create the necessary clout. See “Essentially Ethical and Honest Tactics.”

POINTS: 1

DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 50. The employees of an organization are told that if they don't work for a minimum of three extra hours every week, they will not be considered for promotions. This is most likely an example of . a. debasement b. deliberate Machiavellianism c. compliance d. upward appeal ANSWER: b RATIONALE: This is an example of deliberate Machiavellianism. Machiavellians regularly practice deception, bluffing, and other manipulative tactics. See “Essentially Neutral Influence Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.3 - Identify a set of influence tactics relatively neutral with respect to ethics and honesty.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Essentially Neutral Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 51. Jonathan, the human resource manager of an organization, requests the help of the managing director to communicate on incentive cuts, which will be allocated to employees who perform below the organizational standard. In the context of influence tactics, this is most likely an example of . a. upward appeal b. open door policy c. closed door policy d. deliberate Machiavellianism ANSWER: a RATIONALE: This scenario is most likely an example of upward appeal. In upward appeal, the leader exerts influence on a team member by getting a person with more formal authority to do the influencing. See “Essentially Neutral Influence Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 8.3 - Identify a set of influence tactics relatively neutral with respect to ethics and honesty.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Essentially Neutral Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 52. Which of the following is an example of debasement? a. A manager pretending to be incapable of doing a task so as to get help from subordinates b. A manger gifting an expensive watch to a subordinate in return of the work they have done c. A subordinate exchanging pleasantry with their manager d. A subordinate acting polite before their superior ANSWER: a RATIONALE: A manager pretending to be incapable of doing a task so as to get help from subordinates is an example of debasement. Debasement means demeaning or insulting oneself to control the behavior of another person. See “Essentially Dishonest and Unethical Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.4 - Pinpoint a set of dishonest and unethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Essentially Dishonest and Unethical Tactics KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 53. "I won't pressure you to meet the sales target, but think of your family, and how they might be affected if you fail to meet the target." This speech is made by Gregory, a line manager, to a subordinate. In the context of influence tactics, Gregory is attempting . a. manipulation of the subordinate b. debasement before the subordinate c. the process of upward appeal d. co-opting antagonists ANSWER: a RATIONALE: In this context, Gregory attempts gentle manipulation of the subordinate. Manipulative people gain the compliance of others by making untrue statements or faking certain behaviors. A manipulative approach is to imply dire consequences to innocent people if the influence target does not comply with demands of the influence agent. See “Essentially Dishonest and Unethical Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.4 - Pinpoint a set of dishonest and unethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Essentially Dishonest and Unethical Tactics Bloom's: Application Digital Story: Perform

54. Alan, the marketing manager of an organization, finds out that his team has performed below the standards set. He considers two influence tactics to deal with the issue: 1) joking and kidding, and 2) forming a coalition.

In the context of sequencing of influence tactics, which of the following options should Alan choose to best deal with the issue? a. 2,1 b. 1,2 c. 1 alone, as 2 is not an influence tactic d. 2 alone, as 1 is not an influence tactic ANSWER: b RATIONALE: Alan is most likely to prioritize the influence tactic of joking or kidding over that of forming a coalition. This is because a recommended, sensible approach is to first opt for a low-cost, low-risk process, such as joking or kidding, and then proceed to a high-cost, high-risk tactic, as and when the situation demands. See “Sequencing of Influence Tactics.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.6 - Enumerate how influence tactics should be sequenced.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Sequencing of Influence Tactics KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 55. Adrian is a compassionate and sensitive leader. He is charismatic and dynamic. On the other hand, Joseph is a dominant leader and is considered manipulative by his subordinates. In the context of implicit leadership theories, which option is most likely to be true? a. Adrian's traits are considered prototypes, while Joseph's traits are considered antiprototypes. b. Neither Adrian's nor Joseph's traits are considered prototypes. c. Both Adrian's and Joseph's traits are considered prototypes. d. Both Adrian's and Joseph's traits are considered antiprototypes.

ANSWER: a RATIONALE: In the context of implicit leadership theories, Adrian's traits are considered prototypes, while Joseph's traits are considered antiprototypes. Prototypes are positive characterizations of a leader, whereas antiprototypes are traits and behaviors people do not want to see in a leader.

See “Implicit Leadership Theories and Leadership Influence.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.7 - Clarify how implicit leadership theories are related to a leader’s ability to influence group members.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Implicit Leadership Theories and Leadership Influence KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 56. In the context of outcomes of influence tactics, means that the influence agent has changed the person's behavior but not their attitude. a. compliance b. resistance c. commitment d. debasement ANSWER: a RATIONALE: Compliance means that the influence attempt is partially successful. It means the influence agent has changed the person's behavior, but not his attitude. See "A Model of Power and Influence."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power and influence.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 57. In the context of outcomes of influence tactics, is particularly important for complex, difficult tasks because these require full concentration and effort. a. compliance b. commitment c. resistance d. debasement ANSWER: b RATIONALE: Commitment is the most successful outcome: The target of the influence attempt is enthusiastic about carrying out the request and makes a full effort. Commitment is particularly important for complex, difficult tasks because these require full concentration and effort. See "A Model of Power and Influence."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power and influence.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence

KEYWORDS: NOTES:

Bloom's: Knowledge Digital story: Engage

58. Describe the three major outcomes of influence tactics, with specific examples or cases that portray these outcomes.

ANSWER: The three possible outcomes of influence tactics are commitment, compliance, and resistance. Commitment is the most successful outcome: The target of the influence attempt is enthusiastic about carrying out the request and makes a full effort. Commitment is particularly important for complex, difficult tasks because these require full concentration and effort. If a leader or manager is influencing a technician to upgrade the operating system software, the technician's commitment is vital. Compliance means that the influence attempt is partially successful: The target person is apathetic (not overjoyed) about carrying out the request and makes only a modest effort. The influence agent has changed the person’s behavior but not their attitude. A long-distance truck driver might comply with demands that they sleep certain hours between hauls, but they are not enthusiastic about losing road time.

Compliance for routine tasks—such as wearing a hard hat on a construction site—is usually good enough. Resistance is an unsuccessful influence attempt: The target is opposed to carrying out the request and finds ways to either not comply or do a poor job. Resistance includes making excuses for why the task cannot be carried out, procrastinating, and outright refusing to do the task.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 8.1 - Characterize the relationship between power and influence.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Model of Power and Influence KEYWORDS: Bloom's: Analysis NOTES: Digital story: Lead 59. Christy, a sales manager, believes in an optimal combination of "essentially ethical and honest" and "neutral" influence tactics to influence his team members. Create a pool of four influence tactics, out of which two are ethical and honest, and two are neutral, from which Christy can choose his influence strategy.

ANSWER: Following are two ethical and honest influence tactics: 1. Leading by example, respect, and trust: A simple but effective way of influencing group members is by leading by example or acting as a positive role model. The ideal approach is to be a “do as I say and do” manager—that is, one whose actions and words are consistent. Actions and words confirm, support, and often clarify each other. Group members are more likely to follow the example of leaders they respect.

2. Using rational Persuasion: Rational persuasion is an important tactic for influencing people. It involves using logical arguments and factual evidence to convince another person that a proposal or request is workable and likely to achieve the goal.

Assertiveness combined with careful research is necessary to make rational persuasion an effective tactic. It is likely to be most effective with people who are intelligent and rational. Chief executive officers typically use rational persuasion to convince their boards that an undertaking, such as product diversification, is mandatory. A major moderating variable in rational persuasion is the credibility of the influence agent. Credibility helps an individual be more persuasive in two ways.

First, it makes a person more convincing. Second, it contributes to a person’s

perceived power, and the more power one is perceived to have, the more targets will be influenced.

Following are two neutral tactics: 1. Joking and kidding: Good-natured kidding is especially effective when a straightforward statement might be interpreted as harsh criticism. Joking or kidding can thus get the message across and lower the risk that the influence target will be angry with the influence agent. Joking and kidding might be interpreted either as dishonest--or as extraordinarily tactful, because the criticizer softens the full blow of the criticism.

2. Upward appeal: In upward appeal, the leader exerts influence on a team member by getting a person with more formal authority to do the influencing. Some managers and researchers regard upward appeal as an ethical and standard practice, yet it does contain an element of manipulation and heavy-handedness. A leader might attempt to persuade another staff member that higher management approved the leader’s request. The target of the influence event is thus supposed to grant acceptance automatically. Or the leader can request higher management’s assistance in gaining another person’s compliance with the request.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 8.3 - Identify a set of influence tactics relatively neutral with respect to ethics and honesty.

8.2 - Identify a set of honest and ethical influence tactics.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Description and Explanation of Influence Tactics; Essentially Neutral Influence Tactics KEYWORDS: Bloom's: Analysis NOTES: Digital story: Lead 60. Ayan, the newly appointed CEO, considers a series of steps to be implemented in the organization to bring about change and ensure the maintenance of a healthy corporate culture. Considering the various types of influence tactics, describe at least four steps that Ayan would most likely implement as a transformational leader.

ANSWER: A leader might do the following to bring about change, as well as ensuring that a healthy corporate culture is maintained.

•

• •

Serve as a role model for the desired attitudes and behaviors. Leaders must behave in ways consistent with the values and practices they wish to see imitated throughout the organization. If the change the leader wants is a stronger focus on customer service, leaders must treat employees as customers, thereby acting as role models for the way customers should be treated. The leaders must also talk in positive terms about customer service.

Select candidates for positions at all levels whose values mesh with the values of the desired culture. Many firms hire only those candidates whose work and school experience suggest that they might be good team players—a cultural value.

Sponsor new training and development programs that support the desired cultural values. Among many examples, top management might sponsor diversity training to support the importance of cultural diversity, or training in quality to support the value of quality.

•

Establish a reward system that reinforces the culture, such as giving huge suggestion awards to promote an innovative culture. Jeff Bezos at Amazon.com is so committed to innovation that being imaginative is almost a requirement for being promoted into a key position at the company.

A leader who exhibits all of these behaviors would qualify as a transformational leader because of all the positive changes that result.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 8.5 - Articulate how leaders use influence to bring about organizational change.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Influence for Organizational Change KEYWORDS: Bloom's: Analysis NOTES: Digital story: Lead

Chapter 09: Developing Teamwork 1. To qualify technically as a team, a workgroup must rely on collaboration if each member is to experience optimum achievement. a. True b. False ANSWER: True RATIONALE: A team is a workgroup that must rely on collaboration if each member is to experience the optimum success and achievement. See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 2. All groups are teams, but not all teams are groups. a. True b. False ANSWER: False RATIONALE: A team is a work group that must rely on collaboration if each member is to experience the optimum success and achievement. All teams are groups, but not all groups are teams. See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. It is not necessary for a leader to enable or empower group members to accomplish their work in order for a team-based organization to flourish. a. True b. False ANSWER: False RATIONALE: Key roles of a leader in a team-based organization include enabling and empowering group members to accomplish their work. See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 4. A group with emotional intelligence is most likely to have a strongly developed norm of teamwork. a. True b. False ANSWER: True RATIONALE: A leader contributes to the group’s emotional intelligence by creating norms that establish mutual trust among members. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. Frequent, informal communication tends to detract from team development because team members are distracted from accomplishing work. a. True b. False ANSWER: False RATIONALE: Interacting extensively with team members serves as a model of teamwork because it illustrates the mechanism by which team development takes place—frequent, informal communication. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

6. Generation X managers, with their emphasis on information technology and speed, tend to be autocratic managers. a. True b. False ANSWER: False RATIONALE: Generation X managers (born between 1965 and 1980) and Generation Y managers (born between 1981 and 2002) are likely to practice consensus leadership. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 7. An effective way of getting team members committed to the consensus decision is to ensure that their voices have been heard. a. True b. False ANSWER: True RATIONALE: Team members are more likely to be committed to the consensus decision if their voice has been heard. When voices are heard, some power is shared. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 8. Empowerment is fostered when a leader avoids micromanagement. a. True b. False ANSWER: True RATIONALE: Avoiding micromanagement is a core ingredient of employee empowerment because empowered workers are given considerable latitude to manage their own activities. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 9. An e-leader is accustomed to providing leadership to people who are in different physical locations. a. True b. False ANSWER: True RATIONALE: An e-leader generally works with members who are at different physical locations. Eleadership is a form of leadership practiced in a context where work is mediated by information technology. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 10. An e-leader relies heavily on information technology to accomplish the leadership aspects of their role. a. True b. False ANSWER: True RATIONALE: E-leadership is a form of leadership practiced in a context where work is mediated by information technology. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 11. Freelancers, or members of the “gig economy,” are a huge part of modern virtual teams and can be a major benefit to many organizations if used correctly.

a. True b. False ANSWER: RATIONALE:

True A driving force for the use of virtual teams has been the gig economy—workers who are involved in some form of freelancing or contracting, often based on outsourcing. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

12. In open-book management, workers are given information about the company's finances and strategy. a. True b. False ANSWER: True RATIONALE: A method of getting the company working together as a team is to share information about company finances and strategy with large numbers of employees. In open-book management, every employee is trained, empowered, and motivated to understand and pursue the company’s business goals. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 13. In a full form of open-book management, employee representatives vote on the amount of compensation paid to toplevel management. a. True b. False ANSWER: False RATIONALE: In a full form of open-book management, workers share strategic and financial information as well as responsibility. A company also shares risks and rewards based on results, so workers are likely to pull together as a team so that the company can succeed. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 14. Electronic brainstorming is an example of groupware. a. True b. False ANSWER: True RATIONALE: Electronic brainstorming is an example of groupware. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 15. Outdoor and offsite training now includes a wide variety of activities, including tightrope walking, gourmet cooking as a team, paintballing, and scavenger hunts. a. True b. False ANSWER: True RATIONALE: Outdoor and offsite training now includes a wide variety of activities, including tightrope walking, gourmet cooking as a team, paintballing, and scavenger hunts. See “Offsite Training and Team Development.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.3 - Pinpoint the potential contribution of outdoor training to the development of team leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Offsite Training and Team Development KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

16. According to the leader-member exchange model, a leader usually treats all team members alike, regardless of grouping. a. True b. False ANSWER: False RATIONALE: According to the leader-member exchange model, the leader divides the team into two groups, the in-group and the out-group. These groups vary in terms of how the leader treats them. See “The Leader–Member Exchange Model and Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.4 - Articulate how the leader-member exchange model contributes to an understanding of leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader-Member Exchange Model and Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 17. Positive leader-member exchanges tend to elevate the frequency of accidents because a leader is perceived as too easygoing rather than as a disciplinarian. a. True b. False ANSWER: False RATIONALE: Positive leader-member exchanges were associated with more communication about safety.

The enhanced communication led to more commitment to safety, which in turn led to fewer accidents on the job. See “The Leader-Member Exchange Model and Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 9.4 - Articulate how the leader-member exchange model contributes to an understanding of leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader–Member Exchange Model and Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 18. A major factor in defining a team is that its members: a. should submerge conflict to reach a consensus. b. work under no stress. c. set goals regularly. d. must collaborate to achieve optimum results.

ANSWER: d RATIONALE: A team is a work group that must rely on collaboration if each member is to experience the

optimum success and achievement. See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team Based Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 19. A major characteristic of a team is: a. submerging conflicts to reach a consensus. b. common commitment. c. ingratiation of its members. d. self-actualization of its members.

ANSWER: b RATIONALE: A team is characterized by a common commitment, whereas the commitment within a group might not be as strong. A team accomplishes many collective work products, whereas group members sometimes work slightly more independently. See “The Leader's Role in the TeamBased Organization.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 20. In a team-based organization, a typical role for a leader is to: a. facilitate and support team's decisions. b. create an identity for all members of the team. c. provide relaxation to the team members. d. encourage self-actualization of team members.

ANSWER: a RATIONALE: A key role of a leader in a team-based organization is to facilitate and support the team's decisions. See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 21. Which of the following is a key leadership role in a team-based organization? a. Building trust and inspiring teamwork b. Facilitating and supporting the decisions made by members outside the team c. Inspiring the team toward mastering political tactics d. Establishing quality standards for each team member ANSWER: a RATIONALE: A key role of a leader in a team-based organization is building trust and inspiring teamwork.

See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 22. Crystal is an external leader of a team, so she: a. is merely a part-time member of the team. b. is paid from the headquarters budget. c. is not paid for her services to the team. d. supervises the team without being a member of the team.

ANSWER: d RATIONALE: When a leader is not a member of a team, they are classified as an external leader. See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 23. A study found that coaching and sense making by external leaders was more welcome when:

a. team members were weak and dependent. b. team workloads were light. c. the teams were about to be dispersed. d. the teams faced disruptive conditions.

ANSWER: d RATIONALE: When a team faced disruptive conditions, such as an unusually heavy work overload or a rapid change in technology, coaching and sense making by the leader increased satisfaction with leadership. See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 24. A goal contained within a team mission statement should be: a. incongruent with organizational objectives. b. congruent with organizational objectives. c. at a higher level than an organizational objective. d. at a lower level than an organizational objective.

ANSWER: b RATIONALE: Any goal contained within the mission statement should be congruent with organizational objectives. If a team wants to cut back on its number of suppliers, the organization should have the same intent as well. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 25. Jacob is a team leader who recognizes that collaboration among members is essential to the success of his team. He should therefore first attempt to develop: a. a feeling of competitiveness. b. clearly defined reporting relationships. c. trust between everyone on the team. d. fear between everyone on the team.

ANSWER: c

RATIONALE:

Trust is at the heart of collaboration. Unless team members trust each other, they will not be dependent on each other and therefore will not work well as a team. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform

26. In the context of teamwork, directly states that collaboration is better than competition. a. cooperation theory b. authoritarian theory c. libertarian theory d. charismatic theory ANSWER: a RATIONALE: Cooperation theory is a belief in cooperation and collaboration rather than competitiveness as a strategy for building teamwork. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 27. Which of the following is a characteristic of group emotional intelligence? a. Micromanagement is critical for group emotional intelligence. b. All group members, except for the leader, have no roles to play in developing emotional intelligence. c. A group leader has no role in the process of developing group emotional intelligence. d. Group efficacy also contributes to group emotional intelligence.

ANSWER: d RATIONALE: Group efficacy, or feeling competent to complete the group task, also contributes to emotional intelligence. Ensuring that the group has the right skills can enhance such efficacy.

See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 28. Feeling competent to complete group tasks is known as group . a. efficacy b. ingratiation c. debasement d. consensus ANSWER: a RATIONALE: Group efficacy is feeling competent enough to complete a group task. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 29. The teamwork tactic of “emphasizing pride in being outstanding” is based on the premise that: a. every group has at least one standout performer. b. very few groups can be outstanding. c. most groups are especially good at some tasks. d. a leader should be an outstanding performer.

ANSWER: c RATIONALE: A standard way to build team spirit, if not teamwork, is to help a group realize why it should be proud of its accomplishments. Most groups are particularly good at some tasks. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

30. A major mechanism for developing teamwork is: a. Frequent, informal communication among members. b. personal goal setting. c. the team leader occupying a position of power. d. carefully following work procedures.

ANSWER: a RATIONALE: A major mechanism by which team development takes place is through frequent, informal communication. While interacting with team members, the team leader can emphasize that he or she is a team member. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 31. A recommended way of being a model of teamwork is to: a. share power with team members. b. retain most of the power. c. suppress conflicts for reaching a consensus. d. limit interactions with teammates.

ANSWER: a RATIONALE: A recommended way of being a model of teamwork is to share power with group members because a good team player avoids hogging power and making all of the decisions. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 32. Which of the following is true of a consensus leadership style? a. The style relies on conforming to the majority opinion. b. The style enhances the level of commitment by team members toward an idea. c. The style gives utmost importance to an idea which comes from outside the group. d. The style perceives that disagreements should be suppressed to reach a consensus.

ANSWER: b

RATIONALE:

Striving for consensus does not mean that all conflict is submerged to make people agree.

Disagreements over issues are healthy, and team members are more likely to be committed to the consensus decision if their voice has been heard. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 33. A recommended tactic for developing teamwork is to explain to a team that it has: a. to produce good results or be downsized. b. an urgent, constructive purpose. c. implicit and vague expectations. d. to meet the standards of a competent team.

ANSWER: b RATIONALE: Team members need to believe that the team has urgent, constructive purposes. Moreover, they want a list of explicit purposes. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 34. A leader would be engaging in micromanagement if they: a. closely monitor a group member's activities. b. inspire others to use desktop computers. c. engage in strategic planning. d. give as little direction as possible.

ANSWER: a RATIONALE: Micromanagement is the close monitoring of group members' activities. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 35. A leader is practicing e-leadership when they: a. work from home. b. talk on a cell phone and sends email messages at the same time. c. congratulate team members at remote locations by email. d. recommend new software for a group.

ANSWER: c RATIONALE: E-leadership is a form of leadership practiced in a context where work is mediated by information technology. When team members are geographically dispersed, a leader’s communication with team members takes place using information technology. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 36. For e-leadership to take place, work must be: a. related to the discipline of science and technology. b. micromanaged. c. macromanaged. d. mediated by information technology.

ANSWER: d RATIONALE: E-leadership is a form of leadership practiced in a context where work is mediated by information technology. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

37. Which of the following is a key practice that leaders in virtual teams should practice? a. Soliciting a minimum number of volunteers for the team b. Maintaining frequent communication with the team c. Ensuring that the team members are uniform d. Minimizing the use of communication technology in the team ANSWER: b RATIONALE: One of the key roles of a leader in charge of a virtual team is to ensure frequent communication with the team members. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 38. Ashley is the leader of a virtual team. To increase the effectiveness of her team, Ashley should: a. monitor progress through the use of information technology. b. minimize diversity within the team. c. check frequent communication, such as virtual meetings. d. limit the external visibility of the team and its members.

ANSWER: a RATIONALE: In a virtual team, it is important to monitor the team's progress through the use of technology.

See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 39. An example of a physical structure to facilitate communication among team members is a: a. telecommuting or work-at-home program. b. private office or cubicle for each team member. c. shared physical facility such as a beverage lounge. d. high-rise building.

ANSWER: c RATIONALE: Frequent interaction often leads to camaraderie and a feeling of belongingness. A useful

tactic for achieving physical proximity is to establish a shared physical facility such as a conference room, research library, or beverage lounge. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 40. An important element of open-book management is to: a. help all employees understand the company's business goals. b. empower employees to audit the company books. c. empower employees to complain directly to top management. d. give employees bonuses based on company profits.

ANSWER: a RATIONALE: In open-book management, every employee is trained, empowered, and motivated to understand and pursue the company’s business goals. In this way, employees become business partners and perceive themselves to be members of the same team. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 41. A recommended method of selecting team members is to: a. choose people who perform poorly as individuals. b. search for people who aspire to the executive suite. c. emphasize self-selection when possible. d. choose people with minimal experience in teamwork.

ANSWER: c RATIONALE: A starting point in selecting efficient team members is self-selection. It is best for the team leader to choose workers who ask to be members of a team. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 42. Team members should use collaborative technologies like groupware, which: a. virtually eliminate the need for a team leader. b. measure the productivity of group members. c. allow group members to achieve consensus on which software to use. d. improves groups collaboration.

ANSWER: d RATIONALE: Workers can collaborate better when they use information technology that fosters collaboration, often referred to as collaborative software. For example, the straightforward act of exchanging frequent e-mail messages and instant messages can facilitate cooperation.

Electronic brainstorming is another example of groupware. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 43. A major reservation about outdoor training is that: a. participants do not take it seriously. b. in the corporate world, teams change frequently. c. some participants find it repellent. d. it encourages physical combativeness.

ANSWER: c RATIONALE: A major concern about offsite training is that some participants or potential participants find it repellent. See “Offsite Training and Team Development.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.3 - Pinpoint the potential contribution of outdoor training to the development of team leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Offsite Training and Team Development Bloom's: Comprehension Digital story: Connect

44. In outdoor training, an important purpose of debriefing is to: a. explain how the training can be applied to the workplace. b. form a bond among team members. c. measure the cost effectiveness of the training. d. repair emotional damage done during the training.

ANSWER: a RATIONALE: Debriefing takes place at the end of outdoor training. The participants review what they learned and discuss how they will apply their lessons to the job. See “Offsite Training and Team Development.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.3 - Pinpoint the potential contribution of outdoor training to the development of team leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Offsite Training and Team Development KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 45. The leader-member exchange model provides a partial explanation of teamwork development because: a. members of an out-group work well together as a group of renegades. b. members of an in-group work smoothly together with the leader. c. members who perform well are given key positions outside the team. d. all members are treated with the same degree of respect.

ANSWER: b RATIONALE: According to the leader-member exchange model, the in-group becomes part of a smoothly functioning team headed by the formal leader. In contrast, the out-group employees are treated in accordance with a more formal understanding of leader-group member relations.

See “The Leader-Member Exchange Model and Teamwork.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.4 - Articulate how the leader-member exchange model contributes to an understanding of leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader–Member Exchange Model and Teamwork KEYWORDS: Bloom's: Knowledge

NOTES:

Digital story: Engage

46. With respect to safety, positive leader-member exchanges: a. encourage group members to take more risks. b. lead to greater commitment and fewer accidents. c. enhance morale, thereby leading to a carefree attitude toward accidents. d. virtually eliminate accidents.

ANSWER: b RATIONALE: Positive leader-member exchanges lead to greater commitment and fewer accidents. See “The Leader-Member Exchange Model and Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.4 - Articulate how the leader-member exchange model contributes to an understanding of leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader–Member Exchange Model and Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 47. A study found that positive leader-member exchanges are likely to increase a leader's: a. resistance in building teamwork. b. confrontations with a group. c. transactional effect on a group. d. transformational effect on a group.

ANSWER: d RATIONALE: One of the many consequences of positive leader-member exchanges is that they may facilitate the leader having a transformational effect. See “The Leader-Member Exchange Model and Teamwork.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.4 - Articulate how the leader-member exchange model contributes to an understanding of leadership.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader–Member Exchange Model and Teamwork KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 48. A challenge for the manager of multiple teams is that these teams might have cultures of their own, known as a a. renegade culture b. subculture

.

c. weak link d. strong link ANSWER: RATIONALE:

b A notable challenge for the manager who leads a variety of teams is that different teams within the organization might have a culture of their own, referred to as a subculture. Leading effectively across the organization requires skill in working across the different subcultures.

“The Leader’s Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Application NOTES: Digital story: Perform

49. Who among the following is an example of an external leader? a. Dena, who manages the activities of a team without being a member of it b. Angela, who represents a team after being elected by the teammates c. Roshanda, who is not supported by the team members by majority votes d. Ling, who fails to deliver, irrespective of being chosen by majority votes ANSWER: a RATIONALE: When the leader is not a member of the team, they are classified as an external leader. See “The Leader's Role in the Team-Based Organization.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 50. Antoine, a group manager, decides to conduct personal meetings with his team members to understand how they feel about their positions on the team. Antoine wants to know if the group members are satisfied with the appreciation they get. In the given example, Antoine is engaged in . a. emphasizing pride in being outstanding b. developing group emotional intelligence c. serving as a model of power sharing d. drafting the team's mission ANSWER: b RATIONALE: A leader can promote group emotional intelligence by bringing emotions to the surface in

both group and one-on-one meetings. The leader then discusses how these emotions might be affecting the group’s work. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 51. Who among the following would be considered a transparent leader? a. A sales manager who continuously persuades his team members without giving them any idea of the target to be achieved b. A marketing manager who gives his team members a clear idea of the economic status of the external market c. A production manager who closely monitors all the minute details of his team members' work d. A human resource manager who thoroughly explains to his team the personnel crisis the company is going through ANSWER: d RATIONALE: In the given example, the manager explains the human resources company's position. Being open about problems facing the group and being candid in expressing opinions is often referred to as the leader being transparent. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 52. Who among the following can be considered an example of a leader who implements power sharing? a. A production manager who feels his team members should concentrate on just one task at a time b. The trainer of an organization who closely scrutinizes all the activities of the employees undergoing training c. The chief editor of a magazine who feels all the reporters and junior editors should be equipped enough to challenge her d. A doctor who feels the medical assistants in her team should react immediately to all her orders ANSWER: c RATIONALE: A way of being a model of teamwork is to share power with group members because a good team player avoids hogging power and making all of the decisions. Power sharing includes challenging leaders to minimize mistakes. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Challenging

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 53. Which of the following is an example of e-leadership? a. The sales manager of a company, while on a business trip to Mumbai, chats with his team members through web conferencing. b. The sales manager of a company, currently working in the company headquarters, assigns the deputy sales manager to take charge in his absence. c. The trainer of an organization is assigned to personally monitor and coach a new batch of trainees. d. The human resource executive of an organization is assigned to conduct exit interviews in person.

ANSWER: a RATIONALE: E-leadership encompasses any activity undertaken by a leader when the Internet connects people. E-leadership is a form of leadership practiced in a context where work is mediated by information technology. When team members are geographically dispersed, a leader’s communication with team members takes place using information technology, including the dissemination of information needed for task accomplishment. See “Leader Actions That Foster Teamwork.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 54. Sadie, the managing director of a film production studio, addresses two sales teams, A and B, which are in charge of different products and have different team leaders. While communicating a critical strategic decision of the company, members of team A have a preexisting idea of what she is saying, while members of team B appear clueless. In this context, which statement is most likely to be true? a. A represents the out-group and B represents the in-group of the company. b. The team leader of A practices debasement, while the team leader of B does not. c. The team leader of A practices open-book management, while the team leader of B does not. d. A consists of a batch of new trainees, while B consists of a batch of experienced employees.

ANSWER: c RATIONALE: In a full form of open-book management, workers share strategic and financial information as well as responsibility. In open-book management, every employee is trained, empowered, and motivated to understand and pursue the company’s business goals. See “Leader Actions That Foster Teamwork.”

POINTS: 1

DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 55. Which scenario is an example of an offsite training program? a. The members of the grievance committee are taken out for a lecture on politics in the company. b. The employees of the creative team are shown the test advertisements of a number of products to measure their effectiveness. c. The members of the safety committee are enquired about a mock fire warning, to test their reaction in case of a fire outburst. d. The employees of the human resource department are taken out as a team for a wildlife expedition to develop their team building skills.

ANSWER: d RATIONALE: The most popular experiential approach to building teamwork and leadership skills is offsite training, also referred to as outdoor training. Wilderness training is closely associated with outdoor training, except that the setting is likely to be much rougher. See “Offsite Training and Team Development.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.3 - Pinpoint the potential contribution of outdoor training to the development of team leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Offsite Training and Team Development KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 56. Nixon, a team manager, decides to split his group into two different groups. While the members of one group are invited to participate in processes like sales target determination and crisis management, the members of the other group are managed as per formal rules. Nixon's leadership practice is in accordance with the . a. leader-member exchange model b. middle-of-the-road management technique c. libertarian leadership theory d. charismatic leadership theory ANSWER: a RATIONALE: The practice that Nixon follows is in accordance with the leader-member exchange model.

The leader–member exchange model proposes that leaders develop unique working relationships with group members. See “The Leader-Member Exchange Model and Teamwork.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.4 - Articulate how the leader-member exchange model contributes to an understanding of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader–Member Exchange Model and Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 57. Xuan, the finance executive of a large textbook publisher, is asked to sit through the copy testing of the company's new advertising program. He is also asked to give his feedback on the content and appeal of the advertisements. In the context of the leader–member exchange theory, this is an example of . a. ingratiating behavior b. extra-role behavior c. debasement d. resistance ANSWER: b RATIONALE: This is an example of extra-role behavior. This behavior is characterized by employees engaging or being cooperative in roles that were not expected of them. See “The Leader– Member Exchange Model and Teamwork.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 9.4 - Articulate how the leader-member exchange model contributes to an understanding of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader–Member Exchange Model and Teamwork KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 58. John is the newly appointed managing director of a firm. During the first week, he is given a clear idea of his key roles in a team-based organization. During the second week, he is asked to develop an action plan on the steps he would take as a leader using the resources available to him. Give at least five options that John has in this regard.

ANSWER: In this case, John needs to have an idea on the actions leaders can take using their own resources. Following is a list of these actions.

1. Defining the team’s mission. The starting point in developing teamwork is to specify the team’s mission. Commitment to a clear mission is a key practice of a highly effective team.

Any goal contained within the mission statement should be congruent with organizational objectives. If a team wants to cut back on its number of suppliers, the organization should have the same intent as well.

2. Establishing a climate of trust. If team members do not trust each other or the leader, it is unlikely that they will work cooperatively together. Trust is at the heart of collaboration.

Unless team members trust each other, they will not be dependent on each other and therefore will not work well as a team. Being open about problems facing the group and

being candid in expressing opinions is often referred to as the leader being transparent.

3. Developing a norm of teamwork based on cooperation theory. A major strategy of teamwork development is to promote the attitude among group members that working together effectively is expected. Another approach to developing a norm of teamwork is to discourage excessive politicking in which employees attempt to appear more capable than teammates and might even discredit the contribution of others to the team.

4. Developing group emotional intelligence. The leader’s role in developing teamwork can also be described as helping the group develop emotional intelligence. The leader contributes to the group’s emotional intelligence by creating norms that establish mutual trust among members. It is important for members to have a sense of group identity as defined in their mission statement. Group efficacy, or feeling competent to complete the group task, also contributes to emotional intelligence.

5. Using a consensus leadership style. Teamwork is enhanced when a leader practices consensus decision-making. Contributing to important decisions helps group members feel that they are valuable to the team. Consensus decision-making also leads to an exchange of ideas within the group, with group members supporting and refining each other’s suggestions.

6. Establishing urgency, demanding performance standards, and providing direction. Team members need to believe that the team has urgent, constructive purposes. The more urgent and relevant the rationale, the more likely it is that the team will achieve its potential. To help establish urgency, it is helpful for the leader to challenge the group regularly. Teamwork is enhanced when the leader provides the team valid facts and information that motivate them to work together to modify the status quo.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9.1 - Characterize the leader’s role in a team-based organization.

9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader's Role in the Team-Based Organization; Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead 59. John, the sales manager of a company, has to move out of the city. He decides to use the tactics of e-leadership to build a virtual team. What measures does he need to take to see that his virtual team functions well?

ANSWER: 1. Establish and maintain trust through the use of communication technology. A major hurdle in working with a virtual team is deciding on what information gets communicated and to whom. In some instances, a norm might be established that restricts members from conveying negative information to anyone outside the team. It is also useful to ensure that all team members are equally inconvenienced by time zone differences, such as having a meeting at 3 A.M. their time. Meeting times would be rotated, so team members in one time zone would not suffer.

2. Ensure that diversity in the team is understood, appreciated, and leveraged. Diversity within the team can take many forms, such as experience, skills, and interests. To ensure that diversity is understood and appreciated, leaders frequently develop an expertise directory when the team first forms. The directory can include a photo of each member along with details about their training, experience, and previous assignments. A skills matrix of team members can serve the same purpose.

3. Maintain frequent communications, including virtual meetings. The majority of team

leaders in the study reported that regular videoconferences involving all members were the lifeblood of the team, even when tasks were distributed among the team members. Virtual meetings keep members engaged, excited about their work, and aligned with each other. At the beginning of the meeting, it is helpful to have the team member reconnect with the human side of each team member. Exchanging personal stories helps build closeness. A couple of minutes of warmup are recommended, such as commenting on extreme weather or an outstanding athletic team victory. Other forms of communication besides videoconferences can serve the function of developing teamwork. At Nokia, for example, the favored communication tool is text messaging, while at other companies e-mail or voicemail was more effective. Many companies use internal social media websites to encourage frequent shared interaction among team members. Most importantly, communication should be frequent and rapid.

4. Monitor team progress through the use of technology. An example of monitoring would be checking to see who is using the team’s online knowledge repository regularly and who is not. The leader can also check to see if members are not doing their fair share of work and then coach underperformers. This approach might improve teamwork because loafers drag down a team.

5. Enhance external visibility of the team and its members. Virtual team members may have at least two bosses (the virtual team leader and the on-site boss), so it is important that the work of the virtual team gets reported externally. For example, a virtual team in the electronics testing industry was required to report the team’s results to a steering committee.

The link to teamwork is that receiving rewards and recognition helps build team spirit.

6. Ensure that individuals benefit from participating in virtual teams. Even if the members are good team players, they need personal benefits to experience team spirit. One approach is to have virtual reward ceremonies such as having gifts delivered to each team member and then having a virtual party. (No need for designated drivers here because the party takes place at the homes of team members!) The team leader can also encourage executives at the team members’ work environment to thank the team members. Offering opportunities for personal growth, such as mini-lectures by an expert, can also be helpful.

7. To maintain a high-touch environment, conduct one or two face-to-face meetings per year.

Electronic technology is not a perfect substitute for human interaction. Lack of attention during virtual meetings is a warning sign to watch for. Virtual teams that invest in one or two face-to-face meetings annually tend to perform better than those who skip such meetings.33 Even the use of the most advanced videoconferencing equipment or Skype lacks the feel of interacting with a colleague face to face.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9.2 - Describe leader actions that foster teamwork.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leader Actions That Foster Teamwork KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead 60. After being given a brief about a leader's role in a team-based organization, Nirvan is advised by his senior manager to implement the leader-member exchange model in his team to improve productivity. In this context, what information does Nirvan need to implement the leader-member exchange model in his team?

ANSWER: The leader-member exchange (LMX) model proposes that leaders develop unique working relationships with group members. One subset of employees, the in-group, is given additional

rewards, responsibility, and trust in exchange for their loyalty and performance. The in-group becomes part of a smoothly functioning team headed by the formal leader. In contrast, the out-group employees are treated in accordance with a more formal understanding of leadergroup member relations. Out-group members are less likely to experience good teamwork.

The following aspects have to be considered while implementing the model: 1. Treatment of in-group versus out-group members. In-group members are invited to participate in important decision making, are given added responsibility, and are privy to interesting gossip. Members of the out-group are managed according to the requirements of their employment contract. They receive little warmth, inspiration, or encouragement. Ingroup members tend to achieve a higher level of performance, commitment, and satisfaction than do out-group members. Furthermore, they are less likely to quit. A study conducted in a retail setting found that when the quality of the leader-member exchange is high, group members are more strongly committed to company goals.

2. Reciprocity between leader and member. The in-group versus out-group status also includes an element of reciprocity or exchange. The leader grants more favors to in-group members, who in response work harder to please the leader--a contributor to being a good team player. Two studies provide more specific information about the consequences of a positive exchange between a supervisor and group members. In a hospital setting, positive exchanges involved group members’ engaging in increased good citizenship behavior and ingroup role behaviors such as putting extra effort into performing their duties.

3. Satisfaction with teamwork. A study conducted with both public-sector and private-sector nurses in Iran provides direct support for the idea that LMX is related to teamwork. The findings suggested that the higher the satisfaction with relationships with the supervisor, the higher the level of satisfaction with teamwork. A secondary finding was that nurses who were more satisfied with teamwork experience better clarity about their roles in dealing with patients. Expressed differently, lower satisfaction with teamwork was associated with more role ambiguity in dealing with patients.

4. Safety performance. Another contribution of positive LMXs is that they facilitate good safety performance, an important aspect of teamwork in many work environments. Sixty-four group leaders in a manufacturing plant participated in a study. A major finding of the study was that positive leader-member exchanges were associated with more communication about safety.

5. Extra-role behavior. A study conducted in diverse industrial settings also found that highquality exchanges between supervisors and employees contribute to employees’ engaging in extra-role behavior, or being cooperative in ways that were not expected of them.

Supervisory ratings of employee altruism were used to measure helping behaviors, as when an accountant helps a sales representative prepare a sales forecast.

6. Transformational effects. Another of the many consequences of positive leader-member exchanges is that they may facilitate the leader having a transformational effect.

7. Leader status. When group members perceive the leader to have high status, it is easier for the leader to form the type of high-quality relationships that contribute to good teamwork.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 9.4 - Articulate how the leader-member exchange model contributes to an understanding of leadership.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader-Member Exchange Model and Teamwork

KEYWORDS: NOTES:

Bloom's: Evaluation Digital story: Lead

Chapter 10: Motivation and Coaching Skills 1. Expectancy theory is particularly useful to leaders because it emphasizes the emotional and passionate side of people. a. True b. False ANSWER: False RATIONALE: Expectancy theory deals with cognition and process. The expectancy theory of motivation is based on the premise that the amount of effort people expend depends on how much reward they expect to get in return. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 2. An implication of expectancy theory is that leaders should reassure their group members that performances will lead to specific rewards. a. True b. False ANSWER: True RATIONALE: Making explicit the link between performance and rewards is an implication of the expectancy theory. Group members should be reassured that if they perform the job to standard, they will receive the promised reward. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 3. Motivation increases when a person has high self-efficacy with respect to the task being performed. a. True b. False ANSWER: True RATIONALE: If a person has high self-efficacy about a task, their motivation would be high. See “Expectancy Theory and Motivational Skills.”

POINTS: 1

DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 4. In the context of the implications of the expectancy theory, a task must generally be perceived as attainable to be motivational. a. True b. False ANSWER: True RATIONALE: In the context of implications of the expectancy theory, a task must generally be perceived as attainable to be motivational. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 5. Rewarding people for reaching goals is a widely accepted principle of management. a. True b. False ANSWER: True RATIONALE: Rewarding people for reaching goals is the most widely accepted principle of management.

See “Goal Theory.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 6. The most effective goals, according to goal theory, are those that encourage a worker to "do your best."

a. True b. False ANSWER: RATIONALE:

False Specific goals lead to higher performance than do generalized goals. Telling someone to do their best is a generalized goal. See “Goal Theory.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

7. To act as a strong motivator, big comprehensive goals should be broken down into smaller steps. a. True b. False ANSWER: True RATIONALE: In the context of the goal setting theory, it is important to break the goal down into smaller steps. See “Goal Theory.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 8. A major advantage of using goals to motivate executive leaders is the guarantee that unethical means will not be used to achieve goals. a. True b. False ANSWER: False RATIONALE: A major concern associated with the goal-setting theory is that the managers would have a tendency to behave in unethical behavior or shortcuts to get the job done or get the goal fulfilled. See “Goal Theory.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 9. The motivational value of a recognition award is likely to be higher if it helps a worker attain personal goals. a. True b. False ANSWER: True RATIONALE: In the context of using recognition and pride to motivate others, to maximize its motivational impact, recognition should be linked to corporate values and should also help workers attain personal goals. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 10. Giving recognition for a job well done is useful in satisfying a worker's desire to feel proud. a. True b. False ANSWER: True RATIONALE: Wanting to feel proud motivates many workers and giving recognition for a job well done helps satisfy this desire to feel proud. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 11. To appeal to the recognition need of others, it is important to identify a meritorious behavior, and then recognize that behavior with an oral, written, or material reward. a. True b. False ANSWER: True

RATIONALE:

To appeal to the recognition, need of others it is important to identify a meritorious behavior, and then recognize that behavior with an oral, written, or material reward. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

12. Companies with less money to compensate employees should invest in coaching and development as a way to boost employee retention. a. True b. False ANSWER: True RATIONALE: It is a fallacy that coaching is mostly about providing new knowledge and skills. The truth is that people often need more help with underlying habits than with knowledge and skills. See “Coaching as an Approach to Motivation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.5 - Describe and illustrate the most common sources of racial-ethnic friction..

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Coaching as an Approach to Motivation KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 13. To avoid getting too emotionally involved with group members, the effective coach minimizes building personal relationships with them. a. True b. False ANSWER: False RATIONALE: A survey-based report found that organizations have less money to compensate employees, so they look to coaching and development as a method to boost engagement and retention.

See “Coaching as an Approach to Motivation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.5 - Describe coaching as an approach to motivation.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Coaching Skills and Techniques Bloom's: Comprehension Digital story: Connect

14. Coaches should ask closed-ended, yes-or-no questions to keep subordinates focused on one concept at a time during a conversation. a. True b. False ANSWER: False RATIONALE: Listening is an essential ingredient in any coaching session. Part of being a good listener is encouraging the person being coached to talk about their performance. Asking open-ended questions facilitates a flow of conversation. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 15. Feedback of a general nature is most effective in bringing about improvements in performance. a. True b. False ANSWER: False RATIONALE: An important coaching technique is to give feedback on areas that require specific improvement. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 16. Listening is an essential ingredient in any coaching session. a. True b. False ANSWER: True

RATIONALE:

Listening is an essential ingredient in any coaching session. An active listener tries to grasp both facts and feelings. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 17. A potential ethical problem noted with executive coaching is that an executive might become too dependent upon the coach for making decisions. a. True b. False ANSWER: True RATIONALE: A potential ethical problem is that a leader/manager may become too dependent on the coach, checking with them before making any consequential decision. See “Executive Coaching and Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 10.7 - Identify how executives coaches help enhance leadership skills.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Executive Coaching and Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 18. The term engagement refers to: a. employees limiting themselves to those tasks that are specific to their roles. b. high levels of personal investment in the tasks performed on a job. c. serving a one-month notice period in the organization. d. avoiding offering a reward for a good performance.

ANSWER: b RATIONALE: Engagement is the current buzzword for the commitment workers make to their employer.

The term refers to high levels of personal investment in the tasks performed on a job. See “Leadership and Employee Engagement.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 10.1 - Describe the leader’s role in employee engagement.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership and Employee Engagement KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 19. The question, "If I work hard, what will I get in return?" illustrates the aspect of expectancy theory. a. instrumentality b. valence c. goal d. expectancy ANSWER: d RATIONALE: The expectancy theory of motivation is based on the premise that the amount of effort people expend depends on how much reward they expect to get in return. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 20. The question, “If I get the job done, will I really get my reward?” illustrates the aspect of expectancy theory. a. valence b. effort-to-performance expectancy c. instrumentality d. open-book management ANSWER: c RATIONALE: The question stem, in this case, depicts instrumentality. An individual’s assessment of the probability that performance will lead to certain outcomes is referred to as instrumentality.

See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform

21. Jodie has high self-efficacy, meaning that she: a. gets discouraged when faced with obstacles. b. is highly confident that she can perform a particular task. c. has a generalized sense of self-confidence. d. perceives herself to be more effective than most people.

ANSWER: b RATIONALE: If Jodie has high self-efficacy, she will be extremely confident that she carries out the work that is assigned to her. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 22. An important implication of expectancy theory for leadership is that: a. a manager must assign valences to group members. b. workers must develop their own links between rewards and performance. c. out-groups and in-groups should be avoided. d. leaders must clearly understand individual differences in valences.

ANSWER: d RATIONALE: One implication of expectancy theory is that leaders recognize individual differences in valences. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 23. An important implication of expectancy theory for leaders is that: a. the link between rewards and performance should be made explicit. b. workers should encourage and train themselves. c. people in the same work unit will usually have the same valences. d. an average worker should not be able to attain the majority of work goals.

ANSWER: a RATIONALE: Making explicit links between rewards and performance is an implication of the expectancy

theory. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 24. An example of a second-level outcome in expectancy theory would be a: a. promotion stemming from a good performance appraisal. b. praise from two levels of management. c. punishment for having violated company policy. d. salary increase twice the average size.

ANSWER: a RATIONALE: In this case, a promotion, which is a result of a good performance, would be an example of a second-level outcome. The outcomes or consequences of primary outcome or outcomes of a performance are known as second-level outcomes. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 25. The sets of goal characteristics that will probably lead to higher levels of performance are: a. easy and specific. b. easy and general. c. difficult and specific. d. difficult and general.

ANSWER: c RATIONALE: In the context of goal theory, specific, difficult goals yield higher group performance than do nonspecific goals. Similarly, moderately difficult and easy goals enhance group performance, but to a lesser extent than do difficult goals. See “Goal Theory.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 26. An advantage of a goal related to a noble cause is that it: a. gives workers step-by-step guidance. b. is likely to inspire workers. c. is geared toward a short range. d. has a relatively low valence.

ANSWER: b RATIONALE: Effective leaders often inspire constituents by framing goals in terms of a noble cause or something heroic. See “Goal Theory.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 27. Mindi has a learning goal orientation. While she is competing in a national sales contest, she is strongly motivated to: a. develop new skills during the process of competing. b. make the other competitors look good. c. examine if her efforts would result in the desired outcome. d. impress other people with her skills.

ANSWER: a RATIONALE: A person with a learning (or mastery) goal orientation wants to develop competence by acquiring new skills and mastering new situations. See “Goal Theory.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 28. A major concern about using goals to boost performance is that some workers, including leaders, will:

a. use dysfunctional methods to attain goals. b. quit rather than pursue goals. c. set too many difficult goals. d. pursue goals rather than do their own work.

ANSWER: a RATIONALE: A major concern about using goals to motivate performance is that leaders, as well as other workers, will take unethical and dysfunctional shortcuts to attain their goals. See “Goal Theory.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 29. Recognition is an effective motivator is because: a. it is closely linked to company strategy. b. most employees feel they do not receive enough recognition. c. most workers have become bored with financial incentives. d. it is extremely expensive to implement.

ANSWER: b RATIONALE: Recognition is an effective motivator because most employees feel they do not receive enough recognition. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 30. A study showed that workers who perceive themselves to have a technical orientation tend to prefer being praised in a manner that: a. focuses on how their work made a contribution. b. makes a general statement such as “Awesome.” c. could be interpreted negatively. d. focuses on their personal characteristics.

ANSWER: a RATIONALE: Highly technical people tend not to like general praise like “Great job” or “Awesome, baby.”

Instead, they prefer a laid-back, factual statement of how their work made a contribution. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 31. The feeling of being proud is essentially a(n): a. external motivator. b. internal motivator. c. weak motivator for professional staff. d. weak motivator for leaders.

ANSWER: b RATIONALE: Giving workers an opportunity to experience pride can therefore be a strong internal motivator, yet they simultaneously receive recognition. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 32. Recognition is a strong motivator because: a. it brings in an element of uniformity among employees. b. it conceals bad performances. c. it is an unattainable need. d. it is a normal human need.

ANSWER: d RATIONALE: Recognition is a strong motivator because it is a normal human need. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 33. Which of the following is true of coaching skills and techniques? a. Give positive feedback alone and stick to appreciatory comments b. Give overrated comments and scores to members of a team c. Build personal relationships with team members d. Make the communication strategy more generic and less specific ANSWER: c RATIONALE: In the context of coaching skills and techniques, it is important to build personal relationships with team members and work to improve their interpersonal skills. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 34. Effective coaches focus on the growth and development of those being coached by: a. telling them what to do in every situation. b. giving them the resources they need to make their own decisions. c. only providing feedback once they have become discouraged. d. always assuming an authoritative pose.

ANSWER: b RATIONALE: Effective coaching focuses on the growth and development of individuals rather than telling them what to do in a given situation. To help subordinates grow and develop, the leader as coach should give subordinates the resources they need to make their own decisions. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching

KEYWORDS: NOTES:

Bloom's: Comprehension Digital story: Connect

35. An essential technique of coaching is to: a. use an autocratic leadership style. b. build formal relationships with the person being coached. c. manipulate the person being coached. d. help remove obstacles for the person being coached.

ANSWER: d RATIONALE: An important technique in coaching is to help remove obstacles for the people being coached.

See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 36. An effective coaching technique to achieve enthusiasm and high performance is for a leader or manager to: a. suspend team members who do not display enthusiasm or high performance. b. give gentle advice and guidance to team members. c. use a detached, permissive style. d. keep elevating goals as workers perform well.

ANSWER: b RATIONALE: Giving gentle advice is an essential coaching technique. Too much advice giving interferes with two-way communication, yet some advice can elevate performance. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 37. Feedback in coaching should be: a. on specific areas which need improvement.

b. overrated and exaggerated. c. confined to the first coaching session. d. avoided unless requested.

ANSWER: a RATIONALE: In the context of coaching skills and techniques, it is important to give feedback on areas that require specific improvement. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 38. An active listener attempts to: a. speak continuously in a coaching session. b. react to each statement made by the other person. c. grasp both facts and feelings. d. remember every word that is being coached.

ANSWER: c RATIONALE: An active listener tries to grasp both facts and feelings. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 39. A barrier buster is a manager who: a. sets unrealistically high goals for group members. b. uses rewards and punishments frequently. c. removes obstacles that hinder work accomplishment. d. lobbies for business contracts from external agencies.

ANSWER: c RATIONALE: When managers take up the roles of barrier busters, they help remove obstacles such as a maze of rules and regulations or rigid budgeting. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 40. Which of the following is considered an important coaching technique? a. Restrict oneself from asking questions to the coach. b. Resist change in all possible ways. c. Model desired performance and behavior. d. Create more obstacles for the person being coached.

ANSWER: c RATIONALE: An effective coaching technique is to show the group member, by example, what constitutes the desired behavior. This is called modelling the desired behavior. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 41. A recommended way of giving advice to an employee is to: a. wait until the employee has a good day. b. put your advice in the form of a question. c. first make the employee feel guilty. d. offer only general suggestions for improvement.

ANSWER: b RATIONALE: Advice in the form of a question or suppositional statement is often effective. One example is, “Could the root of your problem be insufficient planning?” See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 42. An effective way of using modeling in coaching is for a manager to: a. set high standards of performance. b. challenge a group member's ethical models. c. sketch a mathematical model of business strategy. d. demonstrate how a task should be done correctly.

ANSWER: d RATIONALE: An effective coaching technique is to show the group member, by example, what constitutes the desired behavior. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 43. Donna wants to lead as an effective coach. So, with respect to the people she coaches, Donna should minimize: a. active listening. b. bringing forth restrictions to the workers. c. giving emotional support. d. giving too much gentle advice and guidance.

ANSWER: d RATIONALE: Too much advice giving interferes with two-way communication, yet some advice can elevate performance. Also, workers being coached usually expect to receive advice. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching

KEYWORDS: NOTES:

Bloom's: Application Digital story: Perform

44. A major role of an executive coach is to: a. help the person being coached find new employment. b. help uncover strengths of the person being coached. c. give top management a report about the capabilities of the person being coached. d. help the person being coached become a better coach themselves.

ANSWER: b RATIONALE: One approach to heightened performance is to help a leader uncover personal assets and strengths they may not have known existed. See “Executive Coaching and Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.7 - Identify how executives coaches help enhance leadership skills.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Executive Coaching and Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 45. A refinement of the individual approach to executive coaching is for a coach to: a. work with a group of leaders with the same developmental needs. b. conduct videoconferences with several leaders from different locations at the same time. c. collaborate with the leader's group members. d. get the group members to report on the leader's mistakes.

ANSWER: c RATIONALE: A refinement of individual coaching is for a coach to work with both the leader and the leader’s associates. The coach solicits feedback from the group members and involves them in helping the leader improve. See “Executive Coaching and Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.7 - Identify how executives coaches help enhance leadership skills.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Executive Coaching and Leadership Effectiveness KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 46. Ronnie plans to work on Sunday so that the project she is involved in does not get delayed. She also plans to cancel her weekend plans so she can invest even more time in the project. This behavior reflects Ronnie’s . a. engagement

b. resistance c. debasement d. congruence ANSWER: RATIONALE:

a Engagement is reflected in employee willingness to stay with the firm and go beyond the call of duty. Ronnie is willing to forego her weekend plans to ensure that the project is completed on time. See “Leadership and Employee Engagement.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.1 - Describe the leader’s role in employee engagement.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership and Employee Engagement KEYWORDS: Bloom's: Application NOTES: Digital story: Perform

47. Craig decides to increase the performance bonus of his team from $5,000 to $10,000. In the context of the expectancy theory, this will result in: a. increased productivity, as the team members would put in greater efforts in view of the reward they expect. b. decreased productivity, as the team members would be too distracted to work toward the set goal. c. the same productivity, as studies have found that rewards do not affect employee efforts in any manner. d. an initial decrease in productivity, followed by an increase in productivity of the employees.

ANSWER: a RATIONALE: The substantial reward proposed by Craig should ideally result in a large increase in employee productivity. The expectancy theory of motivation is based on the premise that the amount of effort people expend depends on how much reward they expect to get in return.

See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 48. The employees of a team are offered a direct incentive hike of 5 percent if they improve their performance two-fold.

In the context of the expectancy theory, the additional amount the team members will receive as incentive is known as . a. performance b. valence c. effort d. instrumentality

ANSWER: RATIONALE:

b In this case, the additional amount the team members receive as incentive is the worth or attractiveness of the outcome; this is referred to as valence. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Define employment-at-will and identify exceptions to this concept.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform

49. Ryan's team has performed beyond the standard set for the team in the previous financial year. This makes the team eligible for additional incentives, and the improved performance will also make them eligible for a promotion in a few months. In the context of the expectancy theory, which statement is true in this case? a. The team being considered eligible for promotion is a second-level outcome. b. The team receiving an outstanding performance review is a second-level outcome. c. The performance of each team member denotes the instrumentality. d. The performance of each team member is known as the expectancy.

ANSWER: a RATIONALE: In this case, Ryan's team members being considered for promotion is a second-level outcome.

A second-level outcome is the consequence or the next level of outcome that is brought about by the direct outcome that stems from a performance. See “Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Define employment-at-will and identify exceptions to this concept.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 50. Which statement by the members of a team depicts self-efficacy at its peak? Answer the question in the context of the expectancy theory. a. “I may or may not achieve the target; it’s impossible to predict the results now.” b. “I won’t be able to achieve the target without a little bit of support from my superior.” c. “I am 100 percent sure that I will be able to achieve the target before the due date.” d. “I suppose the target is quite attainable, but I can't give an assurance.”

ANSWER: c RATIONALE: Self-efficacy is the confidence in one's abilities to carry out a specific task. An employee who is absolutely confident about carrying out a task displays maximum self-efficacy. See

“Expectancy Theory and Motivational Skills.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.2 - Define employment-at-will and identify exceptions to this concept.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 51. Who among the following is likely to give the best performance in the context of the goal theory? a. An employee who is given instructions so that the net sales revenue becomes $30 million and their individual contribution is worth $1 million b. A member of the sales team who is asked to give their best so that the overall performance of the team increases c. A member of the sales team who performs below the standards set being subjected to a performance improvement program d. An employee who is encouraged and shown a clear path towards achieving their everyday target, with just a vague idea of the overall target to be achieved.

ANSWER: a RATIONALE: In this case, the employee who is given a clear idea of the goal to be achieved will give the best performance. The core finding of goal theory is that individuals who are provided with specific, hard goals perform better than those who are given easy, nonspecific, “do your best” goals or no goals. See “Goal Theory.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Goal Theory KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 52. Which of the following is an example of using recognition to motivate others? a. Tina is selected from her team to be coached and mentored by a panel of industry experts. b. Richard, who has taken the maximum number of vacation days, becomes the best performer in his team, much to the teammates' awe. c. Alan receives a congratulatory email from his team manager for settling a deal with a vendor. d. George, who is the team manager of the sales department, takes his team out for an offsite training program.

ANSWER: c RATIONALE: The congratulatory message received by Alan is an example of recognition. When a person is appreciated for performance verbally or through written correspondence, it becomes a technique of recognition. Recognition is a strong motivator because it is a normal human

need. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 53. Helen receives a wristwatch from the company as a compliment for her value-adding service to the organization for the past 10 years. This can be considered an act that: a. excites Helen and makes her work on weekends, too. b. ingratiates Helen so that she continues to be paid less. c. appeals to her pride and thereby motivates her further. d. lobbies Helen toward committing an illegal act for the management.

ANSWER: c RATIONALE: In this case, the act can be considered as the management's attempt to appeal to Helen's pride.

Workers can also experience pride in relation to recognition symbols. For example, a worker might receive a floor clock for having saved the company thousands of dollars in shipping costs. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 54. Martin, the marketing manager of a company, is very knowledgeable in his particular role but often has trouble coaching new employees. Of the following, which is most likely affecting Martin’s ability to coach well? a. His inability to give emotional support when a new employee struggle b. How he listens actively in almost every conversation c. His removing obstacles to help employees perform their best d. The way he applauds good results ANSWER: a RATIONALE: By being helpful and constructive, the leader provides much-needed emotional support to the group member who is not performing at their best. See “Key Characteristics of Coaching.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: Reflective Thinking - Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Key Characteristics of Coaching KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 55. Rohan, the production manager of a firm, is asked to provide a one-to-one developmental program to Milan, who is an assistant production manager. The program covers the total sales revenue to be achieved for the month and the individual numbers that Milan will have to contribute. This program is an example of a(n) . a. performance improvement program b. induction program c. executive training program d. offsite training program ANSWER: c RATIONALE: This is an example of an executive training program. Executive training is “a one-on-one development process formally contracted between a coach and a management-level client to help achieve goals related to professional development and/or business performance.” See “Executive Coaching and Leadership Effectiveness.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.7 - Identify how executives coaches help enhance leadership skills.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Executive Coaching and Leadership Effectiveness KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 56. Which of the following is true of the motivational use of recognition and praise? a. Motivation must be linked to corporate values to minimize its impact. b. It is important that meritorious behavior is kept confidential within the team. c. It is important to praise so as to set employees against each other. d. An individual's preference for the type of praise should be taken into account.

ANSWER: d RATIONALE: In the context of appealing to the recognition need of others, it is important to take into account the individual's preference for the type of praise. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Using Recognition and Pride to Motivate Others Bloom's: Comprehension Digital story: Connect

57. A worker receiving a floor clock for having saved the company thousands of dollars in shipping costs is an example of: a. workers experiencing pride in relation to recognition symbols. b. workers being underrated on account of their productivity. c. employers unnecessarily ingratiating the workers. d. employers trying to lobby their employees.

ANSWER: a RATIONALE: Workers can experience pride in relation to recognition symbols. For example, a worker might receive a floor clock for having saved the company thousands of dollars in shipping costs. See “Using Recognition and Pride to Motivate Others.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.4 - Articulate how leaders can motivate others through recognition and pride.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Using Recognition and Pride to Motivate Others KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 58. George, a manager, is advised by the top management to apply the expectancy theory to his team. What basic data would George require to put the theory into practice?

ANSWER: Expectancy theory contains three basic components: valence, instrumentality, and expectancy. To be motivated, people must value the reward, think they can perform, and have reasonable assurance that their performance will lead to a reward.

Valence. The worth or attractiveness of an outcome is referred to as valence. An outcome is anything that might stem from performance, such as a reward. Each outcome has a valence of its own. And each outcome can lead to other outcomes or consequences, referred to as second-level outcomes. A person who receives an outstanding performance evaluation (a first-level outcome) becomes eligible for a promotion (a second-level outcome). Second-level outcomes also have valences. The sum of all the valences must be positive if the person is to work hard. If the sum of all of the valences is negative, the person might work hard, but to avoid the outcome.

Instrumentality. An individual’s assessment of the probability that performance will lead to certain outcomes is referred to as instrumentality. (An instrumentality is also referred to as a performance-to-outcome expectancy because it relates to the outcome people expect from performing in a certain way.)

Expectancy. An individual’s assessment of the probability that effort will lead to correct performance of the task is referred to as expectancy. (The same concept is also referred to as effort-to-performance expectancy.) Expectancies range from 0 to 1:0, where 0 is no expectation of performing the tasks correctly and 1:0 signifies absolute faith in being able to perform the task properly. Expectancies thus influence whether a person will even strive to

earn a reward. Self-confident people have higher expectancies than do less self-confident people. The importance of having high expectancies for motivation meshes well with the contribution of self-efficacy, the confidence in your ability to carry out a specific task.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills KEYWORDS: Bloom's: Analysis NOTES: Digital story: Lead 59. Roshan, an operations manager in a firm, is asked to apply the best practices of both the expectancy theory and the goal theory to improve the performance of his team. What options would Roshan have in this regard?

ANSWER: Leadership skills and behaviors associated with expectancy theory: 1. Determine what levels and kinds of performance are needed to achieve organizational goals. Motivating others proceeds best when workers have a clear understanding of what needs to be accomplished. At the same time, a leader should make sure that the desired levels of performance are possible. For example, sales quotas might be set too high because the market is already saturated with a particular product or service.

2. Make the performance level attainable by the individuals being motivated. If the group members believe that they are being asked to perform extraordinarily difficult tasks, most of them will suffer from low motivation. A task must generally be perceived as attainable to be motivational.

3. Train and encourage people. Leaders should give group members the necessary training and encouragement to be confident they can perform the required task. Some group members who appear to be poorly motivated simply lack the right skills and self-confidence.

4. Make explicit the link between rewards and performance. Group members should be reassured that if they perform the job to standard, they will receive the promised reward.

5. Make sure the rewards are large enough. Some rewards that are the right kind fail to motivate people because they are not in the right amount. The promise of a large salary increase might be motivational, but a 1 percent increase will probably have little motivational thrust for most workers.

6. Analyze what factors work in opposition to the effectiveness of the reward. Conflicts between the leader’s package of rewards and other influences in the work group may require the leader to modify the reward. For example, if the work group favors the status quo, a large reward may be required to encourage innovative thinking.

7. Explain the meaning and implications of second-level outcomes. It is helpful for employees to understand the value of certain outcomes, such as receiving a favorable performance evaluation. (For example, it could lead to a salary increase, assignment to a high-status task force, or promotion.)

8. Understand individual differences in valences. To motivate group members effectively, leaders must recognize individual differences or preferences for rewards.

A goal is what a person is trying to accomplish. Our values create within us a desire to

behave in a way that is consistent with them. For example, a leader who values honesty will establish a goal of hiring only honest employees.

Here are two suggestions for developing noble, powerful goals: • Create a big, comprehensive goal: an ideal accomplishment for your group.

• Break the goal down into smaller steps, such as hiring two top-notch workers for the group.

Regard each step (or subgoal) as a project designed to get you to your destination. The same approach has been referred to as “running sprints rather than marathons.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 10.2 - Characterize leadership skills linked to expectancy theory.

10.3 - Describe goal theory.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Expectancy Theory and Motivational Skills; Goal Theory KEYWORDS: Bloom's: Evaluate NOTES: Digital story: Lead 60. Jonathan is asked to coach a batch of new employees. Before this, his superior outlines a number of suggestions for how Jonathan can best approach coaching and improve the performance of his group. List and briefly explain three of these suggestions.

ANSWER: 1. Define the issues and communicate clear expectations to group members. A logical first step in coaching a subordinate is to explain why you are coaching that person in the first place.

2. Build relationships. Effective coaches build personal relationships with team members and work to improve their interpersonal skills.

3. Give feedback on areas that require specific improvement. To coach a group member toward higher levels of performance, the leader pinpoints what specific behavior, attitude, or kills require improvement.

4. Listen actively. Listening is an essential ingredient in any coaching session. An active listener tries to grasp both facts and feelings. Observing the group member’s nonverbal communication is another part of active listening.

5. Help remove obstacles. To perform at anywhere near top capacity, individuals may need help in removing obstacles such as a maze of rules and regulations and rigid budgeting.

6. Give emotional support and empathy. By being helpful and constructive, the leader provides much-needed emotional support to the group member who is not performing at his or her best.

7. Reflect content or meaning. An effective way of reflecting meaning is to rephrase and summarize concisely what the group member is saying.

8. Give gentle advice and guidance. Too much advice giving interferes with two-way communication, yet some advice can elevate performance. Also, workers being coached usually expect to receive some advice.

9. Allow for modeling of desired performance and behavior. An effective coaching technique is to show the group member, by example, what constitutes the desired behavior. Assume that a manager has been making statements to customers that stretch the truth, such as falsely saying that the product met a zero-defects standard.

10. Gain a commitment to change. Unless the leader receives a commitment from the team member to carry through with the proposed solution to a problem, the team member may not attain higher performance.

11. Applaud good results. Effective coaches on the playing field and in the workplace are cheerleaders. They give encouragement and positive reinforcement by applauding good results.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 10.5 - Describe coaching as an approach to motivation.

10.6 - Clarify the characteristics of coaching and how to practice coaching skills and techniques.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Coaching as an Approach to Motivation; Key Characteristics of Coaching KEYWORDS: Bloom's: Analysis NOTES: Digital story: Lead

Chapter 11: Creativity, Innovation, and Leadership 1. The problem-conquering solution flashes into the person’s mind at an unexpected time during the insight step of the creative process. a. True b. False ANSWER: True RATIONALE: The problem-conquering solution flashes into the person’s mind at an unexpected time, such as on the verge of sleep, during a shower, or while running. See “Steps in the Creative Process.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.1 - Identify the steps in the creative process.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Steps in the Creative Process KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 2. The last step in the creative process is verification and application. a. True b. False ANSWER: True RATIONALE: Step 5 is verification and application. The individual sets out to prove that the creative solution has merit. See “ Steps in the Creative Process.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.1 - Identify the steps in the creative process.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Steps in the Creative Process KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 3. A leader who accumulates considerable knowledge will have difficulty being creative because such knowledge usually blocks original thinking. a. True b. False ANSWER: False RATIONALE: Creative problem solving requires a broad background of information, including facts and observations. Knowledge provides the building blocks for generating and combining ideas.

See “Characteristics of Creative Leaders.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 4. A creative person within an organization is typically a conformist. a. True b. False ANSWER: False RATIONALE: Creative people are frequently nonconformists and do not need strong approval from the group. They prefer to search for alternatives than worry about attaining consensus. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 5. Distaste for the task is associated with high creativity because the worker works rapidly to find a solution to the distasteful problem. a. True b. False ANSWER: False RATIONALE: A dominant characteristic of creative people that is closely related to personality is a passion for the work. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

6. A person who has the experience of flow becomes preoccupied with the external consequences of performing a task. a. True b. False ANSWER: False RATIONALE: The experience of flow is an experience so engrossing and enjoyable that the task becomes worth doing for its own sake regardless of the external consequences. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 7. A recommended strategy for finding a creative idea is to try a large number of ideas. a. True b. False ANSWER: True RATIONALE: Creativity is often referred to as a numbers game, because the more ideas you try, the greater the probability of finding one that works. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 8. Business leaders rarely use brainstorming because the technique is mostly geared toward relatively minor ideas like choosing a slogan for a safety campaign. a. True b. False ANSWER: False RATIONALE: The best-known method for creativity improvement is brainstorming. Although brainstorming is often condemned as being superficial, it remains a key idea-generation method for even the most advanced technology companies. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 9. Seeing opportunities is an important part of entrepreneurial leadership. a. True b. False ANSWER: True RATIONALE: Opportunity seeking is associated with entrepreneurial leadership because entrepreneurs build organizations around unmet consumer needs. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 10. Part of the artist role in becoming more creative is to stretch one's imagination. a. True b. False ANSWER: True RATIONALE: Be an artist by stretching your imagination. Strive to spend about 3 percent of your day imagining new solutions to the challenges you face. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation

KEYWORDS: NOTES:

Bloom's: Knowledge Digital Story: Engage

11. To enhance creativity, it is best to carefully specify the correct method for workers to accomplish a work goal. a. True b. False ANSWER: False RATIONALE: Workers tend to be more creative when they are granted the freedom to choose which method is best for attaining a work goal. See “Establishing a Climate and Culture for Creative Thinking.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.5 - Articulate how the leader and the organization can establish a climate that fosters creativity.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Establishing a Climate and Culture for Creative Thinking KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 12. Workgroups tend to be more creative when group members support each other and when the group is diverse in a number of ways. a. True b. False ANSWER: True RATIONALE: Workgroups are the most likely to be creative when they are mutually supportive and when they have a diversity of backgrounds and perspectives. See “Establishing a Climate and Culture for Creative Thinking.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.5 - Articulate how the leader and the organization can establish a climate that fosters creativity.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Establishing a Climate and Culture for Creative Thinking KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 13. Fernando, the president of a consumer products division, wants staff members to enhance their creativity. It would therefore be a good idea for Fernando to place creative ideas through a complicated, time-consuming review process. a. True b. False ANSWER: False

RATIONALE:

Deciding how much time and money to give to a team or project is a tough judgment call that can either support or stifle creativity. Under some circumstances, setting a time deadline will trigger creative thinking because it represents a favorable challenge. See “Establishing a Climate and Culture for Creative Thinking.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.5 - Articulate how the leader and the organization can establish a climate that fosters creativity.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Establishing a Climate and Culture for Creative Thinking KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 14. Research based on the LMX theory indicates that favorable exchanges between managers and creative workers are associated with low creativity. a. True b. False ANSWER: False RATIONALE: A study by 191 research and development specialists found a positive relationship between LMX ratings and the creativity of workers as measured by supervisory ratings. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 15. A recommendation for managing creative workers is to provide them with a minimum amount of structure. a. True b. False ANSWER: True RATIONALE: Many creative workers regard heavy structure as the death knell of creativity. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Leadership Practices for Enhancing Creativity and Innovation Bloom's: Knowledge Digital Story: Engage

16. A potential negative side effect of placing a heavy emphasis on innovation is that the company collects many ideas of limited value. a. True b. False ANSWER: True RATIONALE: Most companies have loads of interesting ideas floating to the surface, but very few will even translate into a profitable product or service. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 17. Companies should only look outside of their own ranks for creative talent, as those within the organization have likely been indoctrinated into a rigid, noncreative way of thinking. a. True b. False ANSWER: False RATIONALE: The most robust leadership and management practice for enhancing creativity is to hire people with the aptitude for, or track record in, being creative and to identify creative people from within. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 18. A creative idea is considered to be innovative when the idea: a. receives a patent. b. is put into action. c. is novel.

d. earns a profit.

ANSWER: RATIONALE:

b By thinking creatively, a person can form a new enterprise or enlarge an existing one that can keep many people engaged in productive activity. However, the creative idea has to be executed properly for innovation to take place. See “Steps in the Creative Process.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.1 - Identify the steps in the creative process.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Steps in the Creative Process KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

19. During the insight step of creative thinking, a person: a. gathers supporting evidence for the problem solution. b. suddenly obtains the problem-conquering solution. c. dreams up a problem to work on. d. becomes totally absorbed in the problem.

ANSWER: b RATIONALE: Step 4 of the creative process is insight. The problem-conquering solution flashes into the person’s mind at an unexpected time, such as on the verge of sleep, during a shower, or while running. See “Steps in the Creative Process.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.1 - Identify the steps in the creative process.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Steps in the Creative Process KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 20. A finding about the insight step of creative thinking is that the flash of insight: a. occurs when a person is mentally exhausted. b. occurs when a person has almost given up on the problem. c. is usually an almost totally new idea. d. often arrives after hours of thought and study.

ANSWER: d RATIONALE: The insight experience usually arrives after hours of thought and study. See “Steps in the Creative Process.”

POINTS: 1 DIFFICULTY: Moderate

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.1 - Identify the steps in the creative process.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Steps in the Creative Process KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 21. An intellectual characteristic of creative people is that they: a. are extraordinarily brilliant. b. maintain a curiosity for information only in their field of expertise. c. tune out the feelings of other people. d. maintain a youthful curiosity throughout their lives.

ANSWER: d RATIONALE: Creative people maintain a youthful curiosity throughout their lives, and the curiosity is not centered just on their own field of expertise. Instead, their range of interests encompasses many areas of knowledge, and they are enthusiastic about puzzling problems. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 22. A dominant characteristic of creative workers is a passion for: a. their work. b. the rewards associated with creative work. c. working in teams. d. working in a large bureaucracy.

ANSWER: a RATIONALE: A dominant characteristic of creative people that is closely related to personality is a passion for the work. People will be at their creative best when they feel motivated primarily by the interest, satisfaction, and challenge of the work itself—and not by external pressures. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Characteristics of Creative Leaders Bloom's: Knowledge Digital Story: Engage

23. A cognitive characteristic of creative people is that they . a. are left-brain dominant. b. are able to think divergently. c. do not have the ability to narrow the number of alternatives. d. do not extend their curiosity beyond their field of interest.

ANSWER: b RATIONALE: Creative people show an identifiable intellectual style: being able to think divergently. They are able to expand the number of alternatives to a problem and thus move away from a single solution. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 24. A worker has the experience of flow when they: a. have a rapid succession of ideas. b. rapidly correct personal mistakes. c. piggyback on the ideas of others. d. are totally absorbed in the task at hand.

ANSWER: d RATIONALE: Passion for the task and high intrinsic motivation contribute in turn to a total absorption in the work and intense concentration, or the experience of flow. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 25. To become more creative, it is important to:

a. overcome traditional thinking. b. develop more traditional thinking. c. redefine traditional thinking. d. postpone traditional thinking until the final stages of problem solving.

ANSWER: a RATIONALE: A unifying theme runs through all forms of creativity training and suggestions for creativity improvement: Creative problem solving requires an ability to overcome traditional thinking.

See “Overcoming Traditional Thinking as a Creativity Strategy.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.3 - Apply overcoming traditional thinking in order to become more creative.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Traditional Thinking as a Creativity Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 26. A business example of thinking outside the box is: a. people of all ages might respond to advertising. b. sidewalks can be made out of rubber rather than cement. c. the market potential for human health insurance is very high. d. car-wash customers might also want the car to be waxed.

ANSWER: b RATIONALE: The most familiar way that a creative person overcomes traditional thinking is by thinking outside the box. “Box,” in this sense, is a category that confines and restricts thinking. See “Overcoming Traditional Thinking as a Creativity Strategy.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.3 - Apply overcoming traditional thinking in order to become more creative.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Traditional Thinking as a Creativity Strategy KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 27. When coming up with a creative idea, a. it is best to apply the first idea that comes to mind. b. the best idea usually arrives at the end of the workday. c. it is better to borrow an idea than attempt an original one. d. a person needs to try a large number of ideas.

ANSWER: d RATIONALE: Creativity is often referred to as a numbers game, because the more ideas you try, the greater

the probability of finding one that works. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 28. Middle manager Bob establishes idea quotas for his organizational unit, meaning that workers will be asked to: a. bring in one fresh idea each meeting. b. steal ideas from other organizational units. c. invest a certain percentage of their time to creative thinking. d. brainstorm for ten minutes at the start of each staff meeting.

ANSWER: a RATIONALE: To facilitate having fresh ideas, the leader or manager can establish idea quotas, such as by asking staff members to bring one new idea to each meeting. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 29. A high amount of harmony and cohesion in an organization can lead to: a. lower organizational creativity due to homogenous thinking. b. higher organizational creativity due to heterogeneous thinking. c. a reliance on the CEO to provide creative direction. d. a reliance on younger employees to provide new ideas.

ANSWER: a RATIONALE: According to Wharton School professor Adam Grant, it is important for companies to strike the right balance between cohesion and dissent in your organization because both are needed.

Too much harmony and cohesion in the organization might lead to homogeneous thinking, producing very few new ideas. See “ Establish a Climate and Culture for Creative Thinking.”

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.5 - Articulate how the leader and the organization can establish a climate that fosters creativity.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Establishing a Climate and Culture for Creative Thinking KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 30. A method of managing creative workers is to . a. emphasize autocratic leadership b. have a high degree of structure c. give them flexibility d. discourage risk taking ANSWER: c RATIONALE: Give creative people flexibility and a minimum amount of structure. Many creative workers regard heavy structure as the death knell of creativity. See “Establishing a Climate and Culture for Creative Thinking.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.5 - Articulate how the leader and the organization can establish a climate that fosters creativity.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Establishing a Climate and Culture for Creative Thinking KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 31. Brainstorming is often condemned as being . a. biased b. superficial c. unproductive d. time consuming ANSWER: b RATIONALE: Although brainstorming is often condemned as being superficial, it remains a key ideageneration method for even the most advanced technology companies. See” Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 32. You and the other members of your business unit are participating in the pet-peeve technique. Therefore, you would: a. list all the complaints you have about your leader. b. think of complaints that others might have about your unit. c. think of all the things you do not like about your unit. d. develop new ideas for products that consumers might want.

ANSWER: b RATIONALE: The pet-peeve technique is a method of brainstorming in which a group identifies all the possible complaints others might have about the group’s organizational unit. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 33. A common thread to creativity-enhancing exercises is that they require: a. people to solve a puzzle. b. convergent thinking. c. variations of brainstorming. d. flexible thinking.

ANSWER: d RATIONALE: An established way to sharpen creative thinking is to regularly engage in activities that encourage flexible thinking. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Comprehension

NOTES:

Digital Story: Connect

34. Research suggests workers are more likely to have a breakthrough idea when they are: a. happy the day before. b. daydreaming about the future. c. multitasking with several electronic devices. d. depressed about an event in personal life.

ANSWER: a RATIONALE: Closely related to enthusiasm as a contributor to creativity is that being in a good mood facilitates creativity. One day’s happiness is often a predictor of the next day’s creative idea.

See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 35. The lawyer's role in "Be an explorer, artist, judge, and lawyer" is to: a. find a client to pay for an idea. b. quickly copyright or patent an idea. c. critically evaluate ideas. d. find ways to implement ideas.

ANSWER: d RATIONALE: Achieve results with creative thinking by playing the role of lawyer. Negotiate and find ways to implement your ideas within your field or place of work. See “ Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 36. Financial manager Josie needs a creative idea. She might try jogging because: a. exercise promotes convergent thinking that is important for creativity. b. physical exercise is known to block out traditional thinking.

c. physical exercise pumps more blood and oxygen into the brain. d. fatigue is good for creative thinking.

ANSWER: c RATIONALE: An explanation of why exercise facilitates creativity is that exercising pumps more blood and oxygen into the brain. Exercise also enhances activity in the frontal lobe, the region of the brain involved in abstract reasoning and attention. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 37. A recommended starting point in establishing a climate for creative thinking in an organization is to: a. promote convergent thinking among employees. b. establish a vision and mission that includes creativity. c. have a highly structured organizational setup. d. discourage risk taking.

ANSWER: b RATIONALE: A foundation step in fostering organizational creativity is to establish a vision and mission that includes creativity. See “Establishing a Climate and Culture for Creative Thinking.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.5 - Articulate how the leader and the organization can establish a climate that fosters creativity.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Establishing a Climate and Culture for Creative Thinking KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 38. A particularly robust strategy for enhancing creativity in an organization is to: a. promote convergent thinking among employees. b. provide limited flexibility for generating ideas. c. discourage risk taking. d. hire people who are already creative.

ANSWER: d RATIONALE: The most robust leadership and management practice for enhancing creativity is to hire

people with the aptitude for, or track record in, being creative. See “Establishing a Climate and Culture for Creative Thinking.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.5 - Articulate how the leader and the organization can establish a climate that fosters creativity.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Establishing a Climate and Culture for Creative Thinking KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 39. Which one of the following would not be considered a managerial practice that enhances creativity? a. Prescribing the best method for arriving at a creative solution b. Giving workers assignments that stretch their intellectual capability c. Supplying groups with the time and money they need to accomplish the task d. Designing workgroups with a diversity of backgrounds and perspectives ANSWER: a RATIONALE: Workers tend to be more creative when they are granted the freedom to choose which method is best for attaining a work goal. See “ Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 40. A study of leader-member exchanges and creativity among research and development specialists indicated that leadermember exchanges were: a. positively associated with creativity only for inexperienced specialists. b. negatively associated with creativity. c. positively associated with creativity. d. unrelated to ratings of creativity.

ANSWER: c RATIONALE: A study with 191 research and development specialists found a positive relationship between LMX ratings and creativity of workers as measured by supervisory ratings. See “ Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 41. Which practice is least likely to be helpful in managing creative people? a. Giving creative people considerable structure b. Having creative people manage and evaluate creative workers c. Providing ongoing recognition and appreciation to creative workers d. Being liberal in giving workers the resources they need ANSWER: a RATIONALE: Many creative workers regard heavy structure as the death knell of creativity. Structure for these workers means rules and regulations, many layers of approval, strict dress codes, fixed office hours, rigid assignments, and fill-in-the-blank Internet forms or paperwork. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Comprehension QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 42. Of the following leadership practices, the least likely to enhance innovation is: a. the pursuit of constant innovation. b. to take risks and encourage risk taking. c. to acquire innovative companies. d. to encourage innovation for its own sake.

ANSWER: d RATIONALE: Innovation just for the sake of innovation is not always valuable. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation

KEYWORDS: NOTES:

Bloom's: Comprehension Digital Story: Connect

43. Loose-tight leadership in relation to creativity refers to: a. alternating between encouragement and punishment. b. granting space for exploring creative ideas, then finally choosing one idea. c. alternating between laissez-faire leadership and autocratic leadership. d. spending freely on some projects and cutting costs on others.

ANSWER: b RATIONALE: Looseness refers to granting space for new ideas and exploration, whereas a tight approach means finally making a choice among the alternatives. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 44. Which of the following is not a useful strategy in forming a creative workgroup? a. Hire a leader with experience working with creative groups. b. Form the group from creative minds throughout the company, regardless of their specific job. c. Form the group from within a single unit in the company. d. Loosely schedule the group’s schedule and goals so they have the freedom to explore ideas.

ANSWER: c RATIONALE: Most innovations stem from networks; that is, groups of people working in concert. The workers needed for the innovation are often dispersed throughout the organization. Choosing the right leader for a project can be the key to collaboration. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 45. Multiunit organizations sometimes enhance creativity by: a. sharing ideas across divisions.

b. preventing ideas from moving from one unit to another. c. centralizing all new-product development decisions. d. promoting convergent thinking.

ANSWER: a RATIONALE: Leaders in multiunit organizations are at an advantage for innovation because workers from the various units can share ideas that would be useful for many different products. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 46. Estelle plans to present the science project assigned to her in a creative manner. She concentrates on finding ways to present her project. She comes up with possible solutions without evaluating them. Which step of the creative process is illustrated in the given scenario? a. Verification b. Incubation c. Immersion d. Problem recognition ANSWER: c RATIONALE: Step 2 is immersion. The individual concentrates on the problem and becomes immersed in it. They will recall and collect information that seems relevant, dreaming up alternatives without refining or evaluating them. See “Steps in the Creative Process.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.1 - Identify the steps in the creative process.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Steps in the Creative Process KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 47. Marsha is the owner of a popular apparel store. She plans to increase the choices available to customers. She thinks about additions to be made to the current collection of clothes available in the store. During her evening walk, Marsha suddenly realizes that she should conduct a survey to find out what customers desire. Which of the following is most likely to be Marsha's next step in the context of the creative process? a. Verification b. Incubation c. Immersion

d. Opportunity recognition ANSWER: a RATIONALE: After the insight step in which the problem solution flashes into the person’s mind at an unexpected time, the next step is verification. See “Steps in the Creative Process.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.1 - Identify the steps in the creative process.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Steps in the Creative Process KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 48. Which example shows the cognitive abilities of a creative person? a. Martin is able to think of several alternatives for a problem. b. Elisa focuses on a single solution for a given problem. c. Evan does not feel the need to get approval from his colleagues for his ideas. d. Rachael is confident about her ideas and is open to criticism from her colleagues.

ANSWER: a RATIONALE: Creative people show an identifiable intellectual style: being able to think divergently. They are able to expand the number of alternatives to a problem, thus moving away from a single solution. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 49. Anthony works on the design team of a publishing company. He is not particular about obtaining approval from his team members for his creative design ideas. Hence, it can be observed from the given scenario that . a. creative people focus on consensus b. creative people are generally nonconformists c. creative people focus on convergent thinking d. creative people are often frustrated ANSWER: b RATIONALE: Creative people are frequently nonconformists and do not need strong approval from the group. They prefer to search for alternatives rather than worry about attaining consensus. See “Characteristics of Creative Leaders.”

POINTS: 1

DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 50. Glow Inc., a company producing personal care products, plans to launch new skin care products for middle-aged men and women. The company is looking at unique and innovative products. The top management decides to collect ideas from all the employees. In order to encourage its employees to think creatively, the company should . a. establish idea quotas to generate new ideas b. promote convergent thinking c. ensure that the employees focus on a single solution d. insist that the emphasis is on the most profitable solution ANSWER: a RATIONALE: To facilitate having fresh ideas, the leader or manager can establish idea quotas, such as by asking staff members to bring one new idea to each meeting. Although the vast majority of these ideas may not lead to innovation, a few good ones will emerge. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 51. Abraham, the manager of the development team in a software firm, is entrusted with the task of coming up with a creative idea for the company's next new product. Abraham consults people from other teams, such as marketing, testing, and customer support, for inputs and suggestions that could result in a unique and creative idea. In order to improve his creative thinking, Abraham is playing the role of a(n) . a. lawyer b. explorer c. judge d. artist ANSWER: b RATIONALE: Being an explorer involves speaking to people in different fields and getting ideas that can bring about innovations for your group. For example, if you manage a telecommunications group, speak to salespeople and manufacturing specialists. See “Organizational Methods to Enhance Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 52. Which example illustrates practices that enhance creativity? a. AB Inc. has a rigid organizational structure that includes layers of approval, fixed office timings, and a large amount of paperwork for new projects. b. Nicholas and his colleagues think in a convergent manner to focus on a single and frequently used solution to problems. c. Eric, a team manager, encourages his team members to determine the best possible method for reaching a particular target. d. Tanya, a graphic designer for a popular magazine, looks to gain approval from her teammates for her innovative ideas rather than finding other alternatives.

ANSWER: c RATIONALE: Workers tend to be more creative when they are granted the freedom to choose which method is best for attaining a work goal. See “Establishing a Climate and Culture for Creative Thinking.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.5 - Articulate how the leader and the organization can establish a climate that fosters creativity.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Establishing a Climate and Culture for Creative Thinking KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 53. Milton, a manager, is forced to turn down an idea for a new product from Steven, one of his most creative team members, because of financial limitations. In order to prevent Steven from feeling discouraged, Milton should . a. give gentle feedback to Steven when turning down the idea b. recommend convergent thinking to improve Steven's creativity c. suggest that frequently used approaches to problems should be used d. encourage him to work toward a single solution for problems ANSWER: a RATIONALE: Creative employees are emotionally involved with their work. As a result, they are likely to interpret criticism as a personal attack on their self-worth. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 54. Age Inc., a company producing scientific instruments, has a dedicated team working on product innovations. This team is not involved in the company's regular activities but is provided with ample resources and has direct access to the company's senior management team. From the given scenario, it can be inferred that . a. innovation is continuously pursued b. risk taking is discouraged c. the company's departments are integrated d. ideas are not being shared among different teams ANSWER: a RATIONALE: A major characteristic of the Most Admired Companies, as compiled by the Hay Group consultancy for Fortune, is constant innovation. Translated into practice, this means that company leaders stay alert to innovative possibilities. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 55. Daphne, a manager, provides her team members the freedom to generate new ideas for products. At the same time, she also ensures that an idea is chosen among the alternatives. Which practice for enhancing creativity is shown in the given example? a. Pet-peeve technique b. Experience of flow c. Loose-tight leadership d. Autocratic leadership ANSWER: c RATIONALE: Looseness refers to granting space for new ideas and exploration, whereas a tight approach means finally making a choice among the alternatives. See “Leadership Practices for Enhancing Creativity and Innovation.”

POINTS: 1 DIFFICULTY: Challenging

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 56. Which of the following is a personality trait of a creative person? a. Self-confidence b. Conformism c. Ability to think divergently d. Highly intelligent ANSWER: a RATIONALE: Self-confidence is an influential factor for enhancing the creativity necessary for successful entrepreneurship. Because they are reasonably self-confident, creative people are able to cope with criticism of their ideas, and they can tolerate the isolation necessary for developing ideas. See “Characteristics of Creative Leaders.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.2 - Identify characteristics of creative leaders and problem solvers.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Characteristics of Creative Leaders KEYWORDS: Bloom's: Application NOTES: Digital Story: Connect 57. Sarah is a popular jewelry designer. In order to cater to the varying needs of her clients and to sustain her competitive advantage in the market, Sarah needs to produce innovative designs by being creative. What steps can she take to enhance her creative thinking abilities?

ANSWER: By thinking creatively, a person can form a new enterprise or enlarge an existing one that can keep many people engaged in productive activity. However, the creative idea has to be executed properly for innovation to take place. In order to enhance her creative thinking skills, Sarah can do any of the following: 1. Overcome the self-perception that she is not creative.

2. Practice creativity-enhancing activities.

3. Stay alert to opportunities.

4. Maintain an enthusiastic attitude, including being happy.

5. Maintain and use a systematic place for recording her ideas.

6. Play the roles of explorer, artist, judge, and lawyer.

7. Engage in appropriate physical exercise.

8. Solicit feedback on her performance.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay

HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead 58. Christian takes over as the managing director of a company producing automotive components. He observes that all the employees look at standard ways of solving problems and developing new products. Creativity is extremely limited.

Christian plans to promote creative thinking among the employees of the company. What methods can Christian use to enhance creativity in the organization?

ANSWER: Creative problem solving requires an ability to overcome traditional thinking. The concept of traditional thinking is relative, but it generally refers to a standard and frequent way of finding a solution to a problem. The central task in becoming creative is to break down rigid thinking that blocks new ideas. Christian can follow any of the following organizational practices to enhance creativity: 1. Systematically collect fresh ideas including: a. Straightforward collection of ideas. b. Establishing idea quotas. c. Making whiteboards regularly available for sketching ideas. d. Granting tinkering time.

2. Use brainstorming.

3. Follow the pet-peeve technique.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 11.4 - Describe both organizational and individual approaches to enhance creative problem solving.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Methods to Enhance Creativity and Innovation KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead 59. Edward is a manager in a company that encourages creativity among its employees. An organizational environment suitable for creative thinking is established by the top management. Edward is in charge of one of the teams focusing on product innovation. How can Edward manage the team members effectively without hampering their creativity?

ANSWER: Leaders need to develop creative ideas of their own to improve productivity and satisfaction.

Establishing a climate, or culture, conducive to creative problem solving is another requirement of effective leadership. Edward can take the following steps to manage creative members of his team: 1. Hire creative people from the outside and identify creative people from within.

2. Intellectual challenge people by matching people with the right assignments.

3. Empower people by giving them the freedom to choose the method to attain work goals.

4. Ample supply of the right resources needed to enhance creativity.

5. Create effective design workgroups.

6. Provide supervisory encouragement and link innovation to performance.

7. Encourage information sharing and collaboration through supportive leadership.

8. Have favorable exchanges with creative workers.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 1.6 - Pinpoint several leadership practices that contribute to organizational innovation.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Practices for Enhancing Creativity and Innovation KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead

Chapter 12: Communication and Conflict Resolution Skills 1. The is a leadership network aimed at doing one’s assigned task more effectively. a. strategic network b. peer leadership network c. personal network d. operational network ANSWER: d RATIONALE: The operational network is aimed at doing one’s assigned task more effectively. It involves cultivating stronger relationships with coworkers whose membership in the network is clear.

See “Communication Networks for Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.1 - Detail how leaders use communication networks to accomplish their tasks.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communication Networks for Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 2. Attempts at persuasion, including inspirational speaking and writing, begin with the: a. use of technical jargon. b. credibility of the message sender. c. adaption of the message to the speaker's interests. d. use of vocalized pauses.

ANSWER: b RATIONALE: Attempts at persuasion, including inspirational speaking and writing, begin with the credibility of the message sender. If the speaker is perceived as highly credible, the attempt at persuasive communication is more likely to be successful. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.4 - Articulate the basic principles of persuasion.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 3. To persuade group members to accept their idea, it is recommended that leaders: a. explain the benefits of their proposal. 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: A leader is constrained by the willingness of group members to take action on their suggestions and initiatives. As a consequence, the leader must explain to group members how they can benefit from what the leader proposes. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.4 - Articulate the basic principles of persuasion.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 4. Anecdotes are particularly useful in persuading group members about the: a. capabilities of the group leader. b. company's profit picture. c. problems facing the company in the future. d. importance of organizational values.

ANSWER: d RATIONALE: Anecdotes are a powerful part of a leader’s kit of persuasive and influence tactics. A carefully chosen anecdote is useful in persuading group members about the importance of organizational values. So long as the anecdote is not repeated too frequently, it can communicate an important message. See “Inspirational and Powerful Communication.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 5. Front-loading communication messages involves: a. placing key ideas at the beginning of a conversation. b. sprinkling business talk with jargon. c. appealing to the self-interest of people. d. emphasizing indirect talk rather than direct talk.

ANSWER: a RATIONALE: Writing, in addition to speaking, is more persuasive when key ideas are placed at the beginning of a conversation, e-mail message, paragraph, or sentence. Front-loaded messages are particularly important for leaders because people expect leaders to be forceful communicators. See “Inspirational and Powerful Communication.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 6. A person's linguistic style: a. directly reflects the company's culture. b. determines that person's reading comprehension. c. is their characteristic speaking pattern. d. is closely related to their leadership style.

ANSWER: c RATIONALE: A major part of being persuasive involves choosing the correct linguistic style, a person’s characteristic speaking pattern. According to Deborah Tannen, linguistic style involves such aspects as amount of directness, pacing and pausing, word choice, and the use of such communication devices as jokes, figures of speech, anecdotes, questions, and apologies. See “Inspirational and Powerful Communication.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 7. Sprinkling business talk with jargon can be useful in: a. making the speaker appear highly original. b. adding to a person's popularity. c. inspiring workers to a higher purpose. d. avoiding stereotyped thinking.

ANSWER: b RATIONALE: Sprinkling business talk with jargon does indeed help establish rapport and adds to a person’s popularity. But too much jargon makes a person seem stereotyped in thinking, and perhaps even unwilling to express an original thought—and therefore lacking power. See “Inspirational and Powerful Communication.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 8. Which one 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. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.3 - Pinpoint the key features of a power-oriented linguistic style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 9. A communication strategy that can make people appear powerful is: a. being short in verbal presentations. b. boldly attacking people. c. emphasizing self-deprecation. d. knowing exactly what they want.

ANSWER: d RATIONALE: People should know exactly what they want. Their chances of selling an idea increase to the extent that they have clarified the idea in their own mind. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.3 - Pinpoint the key features of a power-oriented linguistic style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

10. A basic principle of persuasion is: a. it takes one to know one. b. first things first. c. people like those who like them. d. people listen to avoid punishment.

ANSWER: c RATIONALE: As a leader, people have a better chance of persuading and influencing group members who like them. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.3 - Pinpoint the key features of a power-oriented linguistic style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 11. Which one of the following is the farthest removed from the six basic principles of persuasion? a. People like those who like them. b. People want what they can have most of. c. People defer to experts. d. People repay in kind.

ANSWER: b RATIONALE: People want more of what they can have less of. An application of this principle is that the leader can persuade group members to act in a particular direction if the members believe that the resource at issue is shrinking rapidly. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.3 - Pinpoint the key features of a power-oriented linguistic style.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 12. Department head Matt wants the department members to be convinced of the merits of a new procedure. He gets a well-liked worker to speak in favor of the new procedure. Matt is using the persuasion principle known as: a. reciprocity. b. consistency. c. scarcity. d. social proof.

ANSWER: RATIONALE:

d Persuasion can have high impact when it comes from peers. If a leader wants to influence a group to convert to a new procedure, they should ask a believer to speak up in a meeting or send a statement of support via e-mail. See “ Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.4 - Articulate the basic principles of persuasion.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform

13. When communicating with people from different cultures, it is important to: a. focus on cultural stereotypes. b. spend time interpreting their accent and personal appearance. c. be sensitive to differences in nonverbal communication. d. generalize the appearance of people belonging to a particular group.

ANSWER: c RATIONALE: A person from another culture may misinterpret nonverbal signals. To use positive reinforcement, some managers will give a sideways hug to an employee or touch the employee’s arm. See “Overcoming Cross-Cultural Communication Barriers.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.6 - Be sensitive to the importance of overcoming cross-cultural barriers to communication.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Cross-Cultural Communication Barriers KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 14. In terms of leadership and management, listening is: a. much less important than talking. b. a way of weakening the leader or manager's position. c. a useful luxury. d. an opportunity for dialogue and conversation.

ANSWER: d RATIONALE: Listening is a fundamental management and leadership skill. Listening also provides the opportunity for dialogue and conversation, in which people understand each other better by taking turns having their point of view understood. See “Avoiding Selective Listening to Problems.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.5 - Discuss the challenge of selective listening, and the basics of making the rounds.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Avoiding Selective Listening to Problems KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 15. A major listening problem many leaders face is that they: a. are overloaded with responsibilities. b. feel listening is a sign of weakness. c. never ask questions to clarify issues. d. are convinced that listening is for wimps.

ANSWER: a RATIONALE: Two major impediments face the leader who wants to be an effective listener. First, the leader is so often overloaded with responsibilities, including analytical work, that it is difficult to take the time to carefully listen to subordinates. Second is the speed difference between speaking and listening. See “Avoiding Selective Listening to Problems.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.5 - Discuss the challenge of selective listening, and the basics of making the rounds.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Avoiding Selective Listening to Problems KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 16. Materials handling manager Mary Ann wants to make the rounds. Therefore, she: a. casually drops by the cubicles of her direct reports to chat. b. drops in on higher-ranking managers to discuss strategy. c. sends an intranet survey to direct reports asking for their input on problems. d. makes an informal inspection of other departments.

ANSWER: a RATIONALE: Making the rounds refers to the leader casually dropping by constituents to listen to their accomplishments, concerns, and problems and to share information. See “Avoiding Selective Listening to Problems.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.5 - Discuss the challenge of selective listening, and the basics of making the rounds.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Avoiding Selective Listening to Problems Bloom's: Application Digital Story: Perform

17. Team leader Steve wants to personally observe the problems and developments within his team. Which technique is most likely to suit his purpose? a. Using a power-oriented linguistic style b. Management by storytelling c. Making the rounds d. Selective listening ANSWER: c RATIONALE: Making the rounds refers to the leader casually dropping by constituents to listen to their accomplishments, concerns, and problems and to share information. Rounding is a wellestablished concept from health care in which the physician talks to patients and other healthcare workers to observe problems and progress firsthand. See “Avoiding Selective Listening to Problems.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.5 - Discuss the challenge of selective listening, and the basics of making the rounds.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Avoiding Selective Listening to Problems KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 18. In cross-cultural relations, an attitude of highest respect is to communicate the belief that another person's culture is: a. of considerable value, but still not as good as yours. b. different from but not inferior to yours. c. good enough to be exported to your country. d. in the top 10 percent of world cultures.

ANSWER: b RATIONALE: The attitude of highest respect is to communicate your belief that although another person’s culture is different from yours, it is not inferior to your culture. Showing respect for another culture can be more important than being bilingual in overcoming communication barriers.

See “Overcoming Cross-Cultural Communication Barriers.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.6 - Be sensitive to the importance of overcoming cross-cultural barriers to communication.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Cross-Cultural Communication Barriers KEYWORDS: Bloom's: Knowledge

NOTES:

Digital Story: Engage

19. Which communication approach is the most likely to be helpful in overcoming cross-cultural communication barriers? a. Judging others by the quality of their communication b. Speaking slowly and clearly to people c. Speaking English because it is a universal language d. Sticking with the etiquette of your country ANSWER: b RATIONALE: When working with people who do not speak your language fluently, speak in an easy-tounderstand manner. Minimize the use of idioms and analogies specific to your language. See “Overcoming Cross-Cultural Communication Barriers.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.6 - Be sensitive to the importance of overcoming cross-cultural barriers to communication.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Cross-Cultural Communication Barriers KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 20. Which suggestion is least likely to improve cross-cultural communication? a. Do not be diverted by style, accent, grammar, or appearance. b. Be sensitive to differences in cross-cultural communication. c. Emphasize racial or ethnic identification to give people full credit. d. Observe cross-cultural differences in etiquette.

ANSWER: c RATIONALE: Using a person’s race or ethnicity as an adjective or other descriptor often suggests a negative stereotype. See “Overcoming Cross-Cultural Communication Barriers.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.6 - Be sensitive to the importance of overcoming cross-cultural barriers to communication.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Cross-Cultural Communication Barriers KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 21. A key barrier to cross-cultural communication is to confuse the identity of people because they: a. have similar personality characteristics. b. are members of the same race or ethnic group. c. have a distinguishing feature such as eye color. d. have similar economic values.

ANSWER: RATIONALE:

b A major cross-cultural insult is to confuse the identity of people because they are members of the same race or ethnic group. See “Overcoming Cross-Cultural Communication Barriers.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.6 - Be sensitive to the importance of overcoming cross-cultural barriers to communication.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Cross-Cultural Communication Barriers KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

22. A symptom of conflict with extremely negative consequences is when an organization: a. has departments competing for dominance behind the scenes. b. engages in the collaborative style of conflict management. c. focuses its energy in struggling with the competition. d. uses mediators to help settle disputes.

ANSWER: a RATIONALE: Departmental competition has been regarded as the ugly underbelly of all sizes of companies, often resulting in product delays, increased costs, and dwindling market shares as departments fight each other for domination behind the scenes. “See The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 23. A useful variation of the collaborative style of conflict management is to: a. ignore criticism. b. give the other side whatever they want. c. agree with the person criticizing you. d. cut way back on your initial demand or offer.

ANSWER: c RATIONALE: The collaborative style of conflict management has many variations, one of which is to agree with the person criticizing you. When you agree with a critic, you show that you seek a solution, not a way to demonstrate that you are right. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 24. When attempting to resolve conflict between two group members, leaders are advised to: a. use a win-lose approach. b. use confrontation and problem solving. c. modify the organization’s structure. d. work with each side alone to reach a solution.

ANSWER: b RATIONALE: The most useful approach is to get the parties in conflict to engage in confrontation and problem solving. The manager sits down with the two sides and encourages them to talk to each other about the problem. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 25. The purpose of collaboration is to: a. maximize the gain for one party at the expense of the other. b. avoid the conflict between team members in hopes they resolve their own differences. c. combine several approaches to conflict resolution. d. search for win-win approach to conflict resolution.

ANSWER: d RATIONALE: The collaborative style reflects a desire to fully satisfy the desires of both parties. It is based on the underlying philosophy of the win-win approach to conflict resolution, the belief that after conflict has been resolved, both sides should gain something of value. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 26. The approaches to negotiation that emphasize collaboration focus on: a. high concern for self, high concern for others. b. high concern for self, low concern for others. c. low concern for self, low concern for others. d. Low concern for self, high concern for others.

ANSWER: a RATIONALE: Collaboration style reflects a desire to fully satisfy the desires of both parties; therefore, high concern for self and high concern for other parties. See “ The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 27. Which of the following is not a strategy approach to negotiation? a. Minimize feeling or looking anxious during the negotiation b. Begin with a plausible demand or offer c. Focus on the position, not the interests of the other side d. Listen first to investigate what the other side wants ANSWER: c RATIONALE: Rather than clinging to specific negotiating points, one should keep overall interests in mind and try to satisfy them. The true object of negotiation is to satisfy the underlying interests of both sides.

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect

28. A stereotype of the difference in negotiation style between Americans and negotiators from other cultures is that Americans are more likely to: a. make major concessions to the other side. b. be indirect and evasive about their true position. c. slowly build relationships. d. move quickly toward a resolution of the problem.

ANSWER: d RATIONALE: A striking difference American negotiators and those in some foreign cultures concerns time.

Chinese, and Arab negotiators, for example, are willing to spend many days negotiating a deal. This often frustrates the “strictly business” American. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 29. The style of conflict management is halfway between domination and appeasement. a. avoidant b. sharing c. collaborative d. accommodative ANSWER: b RATIONALE: The sharing style is halfway between domination and appeasement. Sharers prefer moderate but incomplete satisfaction for both parties, which results in a compromise. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 30. The accommodative style is a form of negotiation in which . a. the negotiator completely avoids eye contact with both parties b. the negotiator avoids one party in favor of the other c. the negotiator is self-sacrificing to maintain the relationship

d. the negotiator avoids speaking as a way to facilitate communication between the parties ANSWER: c RATIONALE: The accommodative style favors appeasement or satisfying the other’s concerns without take care of one’s own. People with the orientation may be generous or self-sacrificing to maintain a relationship. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating 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: John Hamm notes that effective communication is a leader’s most essential tool for executing the essential job of leadership: inspiring organizational members to take responsibility for creating a better future. Effective communication skills contribute to inspirational leadership.

See “Communication Networks for Leaders.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.1 - Detail how leaders use communication networks to accomplish their tasks.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communication Networks for Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 32. In the age of artificial intelligence, globalization, and automation, inspirational and powerful communication is the one skill that separate you from your peers. a. True b. False ANSWER: True RATIONALE: In research by Harvard instructor Carmine Gallo, many historians, economists, entrepreneurs, and venture capitalists state that in the age of artificial intelligence, globalization, and automation, the one skill that will separate you from you peers is mastering the ancient art of persuasion: combining words and actions to ignite people’s imagination. See “Inspirational and Powerful Communication.”

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 33. Anecdotes make their strongest contribution in communicating technical information and facts and figures to employees. a. True b. False ANSWER: False RATIONALE: Although storytelling is an ancient art, it is more in vogue than ever as a method for leaders to influence and inspire others. A carefully chosen anecdote is also useful in persuading group members about the importance of organizational values. See “Inspirational and Powerful Communication.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 34. Although relying on data to support conclusions is impressive, a persuasive communicator should also express confidence in their intuition. a. True b. False ANSWER: True RATIONALE: Being too dependent on data could suggest that a leader has little faith in their own intuition.

An important issue, then, is for the leader to find the right balance between relying on data and using intuition alone when communicating an important point. See “Inspirational and Powerful Communication.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication

KEYWORDS: NOTES:

Bloom's: Knowledge Digital Story: Connect

35. A frame in communication is built around the best context for responding to the needs of others. a. True b. False ANSWER: True RATIONALE: The frame is built around the best context for responding to the needs of others. An example would be to use the frame, “Let’s dig a little deeper” when the other people present know something is wrong but cannot pinpoint the problem. See “Use a Power-Oriented Linguistic Style.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.3 - Pinpoint the key features of a power-oriented linguistic style.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Use a Power-Oriented Linguistic Style KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 36. It is much easier to persuade people who are committed. a. True b. False ANSWER: True RATIONALE: People need to feel committed to what you want them to do. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.4 - Articulate the basic principles of persuasion.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 37. It is easier for the leader to influence others when they can make the constituents believe the resource at issue is in abundant supply. a. True b. False ANSWER: False RATIONALE: People want more of what they can have less of. An application of the scarcity principle is that the leader can persuade group members to act in a particular direction if the members believe that the resource at issue is shrinking rapidly. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.4 - Articulate the basic principles of persuasion.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 38. A challenge for the leader who wants to listen carefully to subordinates is that most people speak much faster than they can listen. a. True b. False ANSWER: False RATIONALE: The speed difference between speaking and listening is an impediment for a leader wanting to be an effective listener. The average rate of speaking is between 125 and 275 words per minute, yet people can listen in the range of 450 words per minute. See “Listening as a Leadership Skill.”

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.5 - Discuss the challenge of selective listening, and the basics of making the rounds.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Listening as a Leadership Skill KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 39. A problem noted with selective listening on the part of the leader is that it can block them from paying attention to a full range of problems. a. True b. False ANSWER: True RATIONALE: Organizational leaders are so often bombarded with demands and information that it is difficult to be attentive to a full range of problems. So, the leader makes an intentional or unintentional decision to listen to just certain problems. See “Avoiding Selective Listening to Problems.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.5 - Discuss the challenge of selective listening, and the basics of making the rounds.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Avoiding Selective Listening to Problems Bloom's: Knowledge Digital Story: Engage

40. The recommended way for a manager to make the rounds is to start the workday with an e-mail message to all direct reports asking for their input on problems and concerns. a. True b. False ANSWER: False RATIONALE: Making the rounds refers to the leader casually dropping by constituents to listen to their accomplishments, concerns, and problems and to share information. See “ Avoiding Selective Listening to Problems.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.5 - Discuss the challenge of selective listening, and the basics of making the rounds.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Listening as a Leadership Skill KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 41. A sign of possible misunderstanding when communicating with a person whose first language is not the same as yours is inappropriate laughter on their part. a. True b. False ANSWER: True RATIONALE: Signs of misunderstanding may include nods and smiles not directly connected to what you are saying, a lack of questions, inappropriate laughter, or a blank expression. See “Overcoming Cross-Cultural Communication Barriers.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.6 - Be sensitive to the importance of overcoming cross-cultural barriers to communication.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Cross-Cultural Communication Barriers KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 42. A helpful way of overcoming cross-cultural communication barriers is to make frequent reference to a person's race or ethnicity, such as saying, “I would like you to meet Hector, our Latino member, who is a specialist in website construction.” a. True b. False

ANSWER: RATIONALE:

False Using a person’s race or ethnicity as an adjective or other descriptor often suggests a negative stereotype. See “Overcoming Cross-Cultural Communication Barriers.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.6 - Be sensitive to the importance of overcoming cross-cultural barriers to communication.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Cross-Cultural Communication Barriers KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

43. Confrontation and problem solving is a useful technique for a leader who is attempting to get two direct reports to resolve a conflict between them. a. True b. False ANSWER: True RATIONALE: The most useful approach is to get the parties in conflict to engage in confrontation and problem solving. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 44. Being the first to listen during a negotiation session results in distrust. a. True b. False ANSWER: False RATIONALE: Being the first to listen helps establish trust. Listening also involves paying attention to what the other side is saying. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating

KEYWORDS: NOTES:

Bloom's: Knowledge Digital Story: Engage

45. During negotiations, use fewer facts and more threats. a. True b. False ANSWER: False RATIONALE: It is better negotiating tactic to stick with the facts, rather than threatening the other side. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 46. Beginning with a plausible demand is the best approach toward negotiation. a. True b. False ANSWER: True RATIONALE: The theory is that the final compromise will be closer to the true demand or offer than if the negotiation were opened more realistically. However, a plausible demand is better because it reflects good faith bargaining. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 47. Mark, the manager of the marketing team of a company, often contacts the members of the finance team for budgetrelated details. Mark needs this information to design marketing strategies that fall within the allocated budget. Which kind of leadership network is Mark using for performing his tasks efficiently? a. Strategic network b. Operational network c. Personal network d. Peer leadership network ANSWER: b

The operational network is aimed at doing one’s assigned task more effectively. It involves cultivating stronger relationships with coworkers whose membership in the network is clear.

See “ Communication Networks for Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.1 - Detail how leaders use communication networks to accomplish their tasks.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communication Networks for Leaders KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform

RATIONALE:

48. Which example illustrates an indirect tie according to the strength-of-ties perspective? a. Alfred and Anthony are close friends and often send messages to each other. b. Martin contacts his friend Edwin through a networking site. c. Sarah is connected to Michael through her friend, Shirley. d. Nancy is part of a group formed by her close friends from college on a social networking site.

ANSWER: c RATIONALE: Direct versus indirect ties relate to whether you are directly connected to a person because of a contact you developed, or indirectly, such as being a friend of a friend. See “ Communication Networks for Leaders.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.1 - Detail how leaders use communication networks to accomplish their tasks.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Communication Networks for Leaders KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 49. Stuart, the director of a company producing electrical appliances, is preparing to address the sales team to appreciate their performance. When preparing his message for the speech, Stuart should ensure that . a. the message is geared to the listeners b. anecdotes are completely avoided c. the message is driven totally by data d. sufficient vocal pauses are present ANSWER: a RATIONALE: An axiom of persuasive communication is that a speaker must adapt the message to the listeners’ interests and motivations. See “ Inspirational and Powerful Communication.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 50. Morris, a team manager, needs to write an email to his team members about the targets to be achieved for the year. He decides to write a front-loaded message to convey the necessary information. Hence, Morris is most likely to: a. write the email using passive voice. b. place key ideas at the beginning of the email. c. write the entire email using technical jargon. d. be bold about people and tentative about ideas.

ANSWER: b RATIONALE: Writing, in addition to speaking, is more persuasive when key ideas are placed at the beginning of a conversation, e-mail message, paragraph, or sentence. Front-loaded messages are particularly important for leaders because people expect leaders to be forceful communicators. See “Inspirational and Powerful Communication.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.2 - Summarize the basics of inspirational and emotion-provoking communication.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Inspirational and Powerful Communication KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 51. Which example demonstrates the use of a power-oriented linguistic style? a. Karen writes most of her business memos and letters using the passive voice. b. Janet speaks in a loud and clear voice during team meetings so that everyone can hear her. c. Abraham often delivers lengthy speeches with no concrete conclusions when addressing his subordinates. d. Milton uses a substantial amount of business jargon in his emails pertaining to new projects.

ANSWER: b RATIONALE: Speak loudly enough to be heard by the majority of people with at least average hearing ability. Speaking too softly projects an image of low self-confidence. See “Use a PowerOriented Linguistic Style.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.3 - Pinpoint the key features of a power-oriented linguistic style.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Use a Power-Oriented Linguistic Style Bloom's: Application Digital Story: Perform

52. James, a manager, often praises his team members and emphasizes seminaries he shares with other team members.

Which principle of persuasion is demonstrated in the given scenario? a. Reciprocity b. Scarcity c. Social proof d. Liking ANSWER: d RATIONALE: Liking: People like those who like them. Managers can influence group members who like you by emphasizing similarities between you and the others person and offering praise. See “Basic Principles of Persuasion.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.4 - Articulate the basic principles of persuasion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 53. Which example illustrates selective listening? a. Jennifer, a team leader, asks a number of questions and listens to answers during face-to-face meetings with her subordinates. b. Mark tries to sort out problems among his teammates by acting as a mediator and allowing them to talk to each other about their problems. c. As the director of a company, Adolf is extremely busy and listens only to information on the company's position in the stock market. d. Tony, a team manager, often casually stops by his team members' workstations and talks to them about their work and other issues and concerns.

ANSWER: c RATIONALE: Organizational leaders are so often bombarded with demands and information that it is difficult to be attentive to a full range of problems. So, the leader makes an intentional or unintentional decision to listen to just certain problems. See “Avoiding Selective Listening to Problems.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.5 - Discuss the challenge of selective listening, and the basics of making the rounds.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Avoiding Selective Listening to Problems

KEYWORDS: NOTES:

Bloom's: Application Digital Story: Perform

54. Which example shows the best way of overcoming cross-cultural communication barriers? a. Pauline, a customer service executive handling international customers, often uses basic words and phrases of the customers' native languages. b. Richard, the business development head of a company, uses straightforward language when talking to international clients. c. Maria, the leader of a culturally diverse team in an organization, often makes references to the ethnicity of the team members during team meetings. d. Dominic, an attorney handling international mergers and acquisitions for various companies, places great importance on the style and appearance of his counterparts.

ANSWER: b RATIONALE: When working with people who do not speak your language fluently, speak in an easy-tounderstand manner. Minimize the use of idioms and analogies specific to your language. See “Overcoming Cross-Cultural Communication Barriers.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.6 - Be sensitive to the importance of overcoming cross-cultural barriers to communication.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Overcoming Cross-Cultural Communication Barriers KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 55. Susan, a telemarketing executive of a company producing household appliances, receives a complaint from a customer for a week's delay in delivery. In order to pacify the customer, Susan offers to deduct delivery charges. Susan takes this decision because the customer is a regular user of the company's products and she does not want the company to lose a valuable customer. Which style of conflict management is Susan using in the given example? a. Accommodative style b. Competitive style c. Sharing style d. Avoidant style ANSWER: a RATIONALE: The accommodative style favors appeasement or satisfying the other’s concerns without taking care of one’s own. People with this orientation may be generous or self-sacrificing just to maintain a relationship. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating

KEYWORDS: NOTES:

Bloom's: Application Digital Story: Perform

56. Steven, the legal representative of a company entering into a joint venture with another firm, formulates an agreement after discussions with his counterparts. The agreement is such that both companies are satisfied and stand to gain from the joint venture. The given example shows the style of conflict management. a. accommodative b. competitive c. collaborative d. avoidant ANSWER: c RATIONALE: In contrast to the other styles, the collaborative style reflects a desire to fully satisfy the desires of both parties. It is based on the underlying philosophy of the win-win approach to conflict resolution, the belief that after conflict has been resolved both sides should gain something of value. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Application NOTES: 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. In order to avoid embarrassment, the officials of Bright Inc. conduct themselves in a dignified manner, as they may have to deal with the customer in future. Which aspect of negotiation is demonstrated in the given example? a. Face saving b. Bartering c. Making the rounds d. Confrontation ANSWER: a RATIONALE: While negotiating, it is important to recognize that you might want to make another deal, another day, with the same party. As a result, you want to conduct yourself in a dignified way and not attempt to maximize gain for yourself and minimize gain for the other side. Allowing for face saving is one of the principles of leadership espoused by Dale Carnegie that has considerable empirical and theoretical support. See “The Leader’s Role in Resolving Conflict and Negotiating.”

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

The Leader’s Role in Resolving Conflict and Negotiating Bloom's: Application Digital Story: Perform

58. Gavin, the chief executive officer of a pharmaceutical company, is scheduled to address the company's research and development team to appreciate their achievements and present the company's agenda for the next year. Gavin prepares his speech focusing on the research team's activities and plans relevant to their function. In order to convey power and authority, what steps should Gavin take while delivering the speech?

ANSWER: An axiom of persuasive communication is that a speaker must adapt the message to the listener’s interests and motivations. In order to convey power and authority while speaking, Gavin should take the following steps: 1. Speak loudly enough to be heard by majority of the people with at least average hearing ability.

2. Make frequent use of a big picture perspective rather than focusing on details.

3. Minimize self-deprecation phrases such as “I’m sorry” or “This will sound stupid...”

4. Make your point quickly.

5. Emphasize direct rather than indirect talk: “I need your report by noon tomorrow” 6. Weed out wimpy phrases such as “I’ll get to it soon.” Qualify directions and speak decisively.

7. Know exactly what you want to say.

8. Speak at length, set an agenda for a conversation, make jokes, and laugh.

9. Strive to be bold in your statements.

10. Frame your comments in a way that increases your listeners’ receptivity.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12.3 - Pinpoint the key features of a power-oriented linguistic style.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Use a Power-Oriented Linguistic Style KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead 59. Austin is a team leader with excellent speaking skills. His messages convey power and authority. His team has landed an extremely challenging project that requires extra effort from each member because of the tight deadlines involved.

What strategies can Austin can use to persuade his team members to give their best performance for the project's success?

ANSWER: A major aspect of being persuasive involves choosing the correct linguistic style — a person’s characteristic speaking pattern. A power-oriented linguistic style gives power and authority to message senders in many situations. Austin can use any of the following principles for supplementing his power-oriented talks to persuade his team to perform.

1. Liking: People like those who like them.

2. Reciprocity: People repay in kind.

3. Social proof: People follow the lead of similar others.

4. Consistency: People align with their clear commitments.

5. Authority: People defer to experts.

6. Scarcity: People want more of what they can have less of.

7. Pre-suasion: Put people in a receptive mood before asking them for something.

POINTS: 1

DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12.4 - Articulate the basic principles of persuasion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Basic Principles of Persuasion KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead 60. Clement, the chief executive officer of a company, is negotiating a business deal with an international company. He wants to ensure that the business deal offers the maximum benefits for both the companies. What steps should Clement follow during negotiations to reach an agreement beneficial to both companies?

ANSWER: Clement can follow any of these approaches to ensure a win-win situation or maximum benefits to both companies: 1. Minimize feeling or looking anxious during the negotiation.

2. Listen first to investigate what the other side wants.

3. Begin with a plausible demand or offer.

4. Focus on interests, not positions.

5. Be sensitive to international differences in negotiating style.

6. Use more facts than threats.

7. Allow for face saving.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 12.7 - Enumerate basic approaches to resolving conflict and negotiating.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Leader’s Role in Resolving Conflict and Negotiating KEYWORDS: Bloom's: Evaluation NOTES: Digital Story: Lead

Chapter 13: Strategic Leadership and Knowledge Management 1. Strategic leadership is more concerned with goal setting than with inspiration. a. True b. False ANSWER: False RATIONALE: Strategic leadership is the process of providing the direction and inspiration necessary to create or sustain an organization. See “Organizational Agility, Business Strategy, and Knowledge Management.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.1 - Articulate the relevance of organizational agility for business strategy and knowledge management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Agility, Business Strategy, and Knowledge Management KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 2. The ability to quickly reorient the organization to capitalize on valuable opportunities is called agility. a. True b. False ANSWER: True RATIONALE: Organizations adapt to their environment concerns flexibility or agility, which is the ability to quickly reorient the organization to capitalize on valuable opportunities. See "Organizational Agility, Business Strategy, and Knowledge Management."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.1 - Articulate the relevance of organizational agility for business strategy and knowledge management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Agility, Business Strategy, and Knowledge Management KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. A central challenge for modern organizations is for leaders at every level of a company to consider the big picture. a. True b. False ANSWER: True RATIONALE: System thinking is almost synonymous with organizational learning. System thinking also means keeping the big picture foremost in everybody’s mind and being keenly aware of the external environment. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 4. Experts believe that business leaders need to become even more analytical and results-oriented in the modern business world. a. True b. False ANSWER: False RATIONALE: Cynthia Montgomery, a strategy professor and former head of the Strategy Unit at Harvard Business School, claims that many executives have lost the leadership and the human dimension of strategy. She believes that strategy has become too analytical, a must-do instead of a want-to-do. To make strategy more personal, leaders should answer the questions: “Does your company matter? What is your company adding to what already exists in the market?”

See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 5. Implementation requires executing a number of organized goals that lead toward the successful implementation of a new initiative. a. True b. False ANSWER: True RATIONALE: Quite often, implementation requires a series of goals that will be steps along the way to implementing the strategy. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles The Development of Business Strategy Bloom's: Comprehension Digital story: Connect

6. Crowdsourcing is an untested method of generating ideas that should not yet be considered as a viable alternative to strong, in-house creative innovation. a. True b. False ANSWER: False RATIONALE: The solution to this problem is gathering strategy inputs through crowdsourcing, the use of collective intelligence gathered from the public for accomplishing tasks, often by the use of social media. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 7. An external threat in a SWOT analysis refers primarily to laws that would be broken by implementing a particular strategy. a. True b. False ANSWER: False RATIONALE: The purpose of analyzing external threats is to assess what possible negative impact socioeconomic, political, environmental, and demographic factors may have on the organization. See "Conducting a SWOT Analysis."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.3 - Paraphrase how to use the SWOT model to assist in strategic planning.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Conducting a SWOT Analysis KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 8. Artificial intelligence (AI) are sets of rules or procedures to solve a problem and guide decision making. a. True b. False ANSWER: True

RATIONALE:

Artificial intelligence or (AI) is the ability of a computer program or machine to think and learn in a manner that emulates human intelligence. The algorithms produced by AI are sets of rules or procedures to solve a problem and guide decision-making. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

9. An example of a strategic alliance would be a train manufacturer and an airplane manufacturer working jointly to build a train that will travel without touching the rails. a. True b. False ANSWER: True RATIONALE: A modern business strategy is to form alliances, or joint ventures, with other companies to exploit a market opportunity. Strategic alliances have become more common as leaders in the high-tech industry attempt to capitalize on the strengths of other companies. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 10. The business strategy of acquisition is often used to acquire new technology that a firm needs to broaden its product line. a. True b. False ANSWER: True RATIONALE: A standard strategy for growth is for one company to purchase others. Growth in size is important, but companies may also purchase other companies to acquire new technology or complete a product line. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 11. As a business owner, you are using the hedgehog concept when you diversify into several unrelated businesses. a. True b. False ANSWER: False RATIONALE: Corporate strategist Jim Collins introduced the hedgehog concept: becoming very good at one thing in a world of companies that spread themselves into many areas where they lack depth. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 12. The purpose of the strategy of competitive advantage is to hire people away from competitors. a. True b. False ANSWER: False RATIONALE: A powerful strategy for gaining competitive advantage is to build the organization with talented, well-motivated people at every level. Talented people may need some leadership direction, but they will think of new products and services and develop effective work processes. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 13. Managing knowledge helps to create a learning organization. a. True

b. False ANSWER: RATIONALE:

True Managing knowledge helps to create a learning organization, one that is skilled at creating, acquiring, and transferring knowledge and at modifying behavior to reflect new knowledge and insights. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 14. The knowledge application component of knowledge management deals with workers improving their job activities. a. True b. False ANSWER: True RATIONALE: Knowledge application is the process of getting workers better at what they do. Many organizations have discovered that the most effective way of encouraging workers to apply knowledge is through basic practices such as mentoring, on-the-job training, and workshops.

See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 15. An aspect of effective knowledge management is that organization members acquire power by hoarding and acquiring knowledge. a. True b. False ANSWER: False RATIONALE: When knowledge is managed effectively, information is shared as needed, whether it be printed, stored electronically, or rests in the brains of workers. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 16. An advanced approach to knowledge management is to deliver useful information to workers just at the point when the information is needed. a. True b. False ANSWER: True RATIONALE: A very practical form of knowledge management is to deliver information just in time, or at the point at which it is most needed. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: DISC: Leadership principles 17. A major contribution of knowledge management programs is that the electronic storage and retrieval of information makes it almost unnecessary for people to develop ideas by talking face-to-face. a. True b. False ANSWER: False RATIONALE: Knowledge management (KM) deals with a cultural focus on knowledge sharing. Managing knowledge is an important leadership role because so few organizations make systematic use of the collective wisdom of employees. Much information is collected in databases, and even through text messaging, but little systematic use is made of the information. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Knowledge Management and the Learning Organization Bloom's: Knowledge Digital story: Engage

18. Research found that strategic leaders are the focal point for organizational learning. a. True b. False ANSWER: True RATIONALE: Research based on 20,000 executives found that strategic leaders are the focal point for organizational learning. Such leaders promote a culture of inquiry and search for the lessons to be learned in both successful and unsuccessful outcomes. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 19. Strategic leadership is a process of providing: a. strategies to ambitious employees hoping to rise through the organization. b. the direction and inspiration needed to create or sustain an organization. c. a specific, step-by-step concept of how the firm will achieve its goals. d. a system of leadership initiatives that will help the firm operate at lower costs.

ANSWER: b RATIONALE: Strategic leadership is the process of providing the direction and inspiration necessary to create or sustain an organization. See "Organizational Agility, Business Strategy, and Knowledge Management."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.1 - Articulate the relevance of organizational agility for business strategy and knowledge management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Agility, Business Strategy, and Knowledge Management KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 20. A major purpose of strategic leadership is to:

a. provide direction and inspiration in an organization. b. help employees develop operating plans. c. coach group members toward higher levels of effectiveness. d. apply behavior modification throughout the organization.

ANSWER: a RATIONALE: Strategic leadership is the process of providing the direction and inspiration necessary to create or sustain an organization. See "Organizational Agility, Business Strategy, and Knowledge Management."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.1 - Articulate the relevance of organizational agility for business strategy and knowledge management.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Organizational Agility, Business Strategy, and Knowledge Management KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 21. A strategically minded worker at any level would be likely to think: a. “How can I finish this project as efficiently as possible?” b. “What strategy should I use to benefit my immediate team?” c. “What small tasks can I accomplish first before tackling the big picture?” d. “How does what I am doing right now support corporate strategy?”

ANSWER: d RATIONALE: A strategically minded worker at any level would think, “How does what I am doing right now support corporate strategy?” See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 22. The founders of great companies typically start with: a. a great purpose. b. an inspirational business name. c. a new understanding of workflow. d. a novel way of improving working conditions.

ANSWER: a RATIONALE: Most great companies start with great purposes formulated by the founder. Typically, the

purpose comes from intuition rather than extensive analysis. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 23. The problem with the authority for important strategic decisions resting only with the company CEO is that: a. CEOs often make too much money and are thus complacent. b. the pace of the modern business environment is too much for one mind to comprehend. c. CEOs are rarely revolutionary thinkers. d. personal biases and other factors can cloud a single executive’s opinion.

ANSWER: d RATIONALE: The problem is that HiPPOs are often wrong due to personal biases, misinformation and other factors that can cloud one executive’s opinion. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 24. The recommended approach for implementing strategy is to include which group in every conversation about strategy? a. Lowest-level workers b. The sales organization c. Human resources d. Customers who are already satisfied ANSWER: b RATIONALE: A major problem is that company leadership embarks on a strategy without considering the realities the sales representatives face with customers. To deal with this problem, it is recommended that the sales organization should be part of every conversation about strategy.

See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Moderate

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 25. After the formulation of an innovative vision, a key element of leadership effectiveness is the strategy behind: a. implementing that vision. b. disciplining employees who do not share that vision. c. comparing that vision against those of competitors to ensure uniqueness. d. crowdsourcing to discover if the decision needs to be altered.

ANSWER: a RATIONALE: Carefully crafting a strategy and vision is not sufficient for its effectiveness. The strategy and vision must also be implemented or executed by the leader/manager. Part of being an effective leader is to implement a strategic initiative. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 26. Nathan is the CEO of a large business firm whose sales are declining rapidly. A superior act of strategic leadership would be for him to: a. give the company a new strategic direction. b. wait for the business cycle to become favorable again. c. persist with the existing strategy with minor changes. d. hire an innovative advertising agency to help improve sales.

ANSWER: a RATIONALE: Nathan must provide a new strategic direction to the company. Formulating and implementing organizational strategy is a process that must quite often be repeated in order for the firm to be competitive and survive. Companies must therefore launch new strategic initiatives from time to time. The result is a portfolio of advantages that can be built quickly and dropped as rapidly. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 27. Gucci improved the downward trajectory of its business by: a. diversifying and putting it name on many new products. b. focusing on quality and the highest possible price point. c. revamping its business strategy with a human touch. d. improving organizational efficiency.

ANSWER: c RATIONALE: The Gucci brand had become trashed and of low value because the name appeared on 22,000 products, including cigarette lighters and tennis balls. A new chief executive officer revamped the Gucci strategy. He decided the brand should be sexy, at the leading edge of fashion, and a good value. The original Gucci market niche was high fashion appealing to an older audience. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 28. According to recent studies, hiring employees with global work experience give companies a stronger ability to: a. think strategically. b. make overseas business contacts. c. appeal to cultures other than the one dominant at the company’s base of operations. d. save money on travel.

ANSWER: a RATIONALE: A study of 231 upper-level leaders in a large global company found that global work experience was associated with a stronger tendency to think strategically. The effect was more pronounced when the experience was in a culture distant from one’s own, such as an American being on assignment in Japan. See "The Development of Business Strategy."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.2 - Describe the development of business strategy.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy

KEYWORDS: NOTES:

Bloom's: Knowledge Digital story: Engage

29. The purpose of a SWOT analysis is to assess: a. strengths, weaknesses, opportunities, and threats. b. strategies, weaknesses, options, and time. c. satisfactions, worst options, and trade-offs. d. successes, winners, and ominous threats.

ANSWER: a RATIONALE: The purpose of a SWOT analysis is to assess strengths, weaknesses, opportunities, and threats in a particular situation. See "Conducting a SWOT Analysis."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.3 - Paraphrase how to use the SWOT model to assist in strategic planning.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Conducting a SWOT Analysis KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 30. The internal weaknesses in a SWOT analysis include factors such as: a. deficiencies in the current management team. b. risks of pursuing a particular course of action. c. cash flow problems the company is experiencing. d. problems associated with maintaining the status quo.

ANSWER: b RATIONALE: Internal weaknesses include factors within the firm that could have a negative impact on the proposed plan and refers to the risk of pursuing a particular course of action. See "Conducting a SWOT Analysis."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.3 - Paraphrase how to use the SWOT model to assist in strategic planning.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Conducting a SWOT Analysis KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 31. A retailer offering goods or services of higher quality than the competition is an example of the a. imitation b. cost-leadership c. high-quality

strategy.

d. first-mover ANSWER: RATIONALE:

c In a high-quality strategy, the basic business strategy is to offer goods or services of higher quality than the competition does. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage

32. A company with a strategy of high quality typically: a. focuses on quality products for high-end consumers. b. concentrates its efforts on consumer products. c. offers the lowest prices. d. supplements quality with other points of differentiation.

ANSWER: d RATIONALE: A basic business strategy is to offer goods or services of higher quality than the competition does. Because many customers now expect high quality, a quality strategy must be supplemented with other points of differentiation, such as supplying customized features and services that customers desire. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 33. The first-mover strategy deals with: a. relocating a company to a more profitable market. b. getting to the market first. c. being the first to imitate a product. d. being the first company to acquire a competitor.

ANSWER: b RATIONALE: It is important to get products to market quickly because the competition might get there first or might deliver a product or service more rapidly. Getting to market first is also referred to as the first-mover strategy. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 34. According to the hedgehog concept, a company succeeds by: a. entering the market ahead of competition. b. following the benchmarks set by another company. c. entering many fields at the same time. d. becoming very good at one thing.

ANSWER: d RATIONALE: Corporate strategist Jim Collins introduced the hedgehog concept: becoming very good at one thing in a world of companies that spread themselves into many areas where they lack depth. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 35. A company engages in the brand-leadership strategy when it: a. imitates leading brands. b. diversifies into several successful brands. c. develops the reputation of its brand name. d. develops products that other companies do not offer.

ANSWER: c RATIONALE: Brand leadership refers to succeeding through developing the reputation of a brand name. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

A Sampling of Business Strategies Formulated by Leaders Bloom's: Knowledge Digital story: Engage

36. A powerful strategy for gaining competitive advantage is to: a. hire talented, well-motivated people throughout the firm. b. develop the talents among the least talented employees. c. hire the occasional candidate with a poor employment history to be socially responsible. d. promote employees on the basis of seniority to encourage company loyalty.

ANSWER: a RATIONALE: A powerful strategy for gaining competitive advantage is to build the organization with talented, well-motivated people at every level. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 37. Which of the following is one of the three components of knowledge management? a. Knowledge hording b. Knowledge creation c. Knowledge development d. Knowledge planning ANSWER: b RATIONALE: Knowledge management (KM) deals with a cultural focus on knowledge sharing. It has three components: knowledge creation, knowledge dissemination, and knowledge application. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 38. The knowledge management process of getting workers better at what they do is:

a. knowledge development. b. knowledge application. c. knowledge dissemination. d. knowledge creation.

ANSWER: b RATIONALE: Knowledge application is the process of getting workers better at what they do. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 39. A key part of knowledge transfer in organizations is: a. selecting intelligent people for key positions. b. spying on what competitors are doing. c. conducting training programs. d. for older workers to share knowledge with younger workers.

ANSWER: d RATIONALE: A key part of the knowledge transfer program is for older workers to share useful knowledge with younger workers before they depart. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 40. To achieve best results, advanced technology for knowledge management should be: a. centralized in a department headed by the chief knowledge officer. b. combined with an organizational culture that values knowledge management. c. installed on every computer in a company. d. installed first in staff departments and then in line departments.

ANSWER: b

RATIONALE:

Whatever advanced technology is used to implement knowledge management, it works best in an organizational culture that values knowledge and encourages its dissemination. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 41. A major responsibility of a chief knowledge officer is to: a. systematically collect information. b. encourage workers to track down coworkers who have the information they need. c. develop and deliver classroom-based training. d. develop and deliver online training.

ANSWER: a RATIONALE: To facilitate organizational learning, several firms have created a chief knowledge officer (CKO) position or its equivalent. The major justification for creating such a position is that in many companies, human skills, intuition, and wisdom are replacing capital as the most precious resource. Chief knowledge officers seek to disperse those assets throughout the firm and convert them into innovations. They are in charge of systematically collecting information and connecting people with others who might have valuable information. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 42. Which of the following is not major building block leader’s use to enhancing a learning organization? a. Establishing a supportive learning environment. b. Building a concrete learning process and practice. c. Having leadership that reinforces learning. d. Strategically blocking an intent to learn.

ANSWER: d RATIONALE: A top-level leader should create a strategic intent to learn. Organizational learning then

becomes a vehicle for gaining competitive advantage. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 43. Peter and his teammates engage in action learning when they: a. learn at a fast pace. b. bring company-relevant cases into the classroom. c. use the Internet as a primary source of learning. d. learn while attacking a significant organizational problem.

ANSWER: d RATIONALE: Action learning, or learning while working on real problems, is a fundamental part of a learning organization. As shown in the given example, participants in action learning are asked to work in teams to attack a significant organizational problem, such as decreasing the cycle time on a project. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 44. Weston Corp., a dairy processing company, is located close to the local dairy farms from which it procures its daily inputs. In the context of SWOT analysis, under which of the following components can this fact be included in the company's strategic planning analysis? a. External opportunities b. External threats c. Internal strengths d. Internal weaknesses ANSWER: c RATIONALE: The fact that the company is located close to local dairy farms is its biggest strength. The emphasis in the process of evaluating internal strengths is on assessing factors within an organization that will have a positive impact on implementing the plan. See "Conducting a

SWOT Analysis."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.3 - Paraphrase how to use the SWOT model to assist in strategic planning.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Conducting a SWOT Analysis KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 45. Daisy Inc. enjoys a monopoly in the procurement and distribution of coffee beans. The company undertakes a strategic analysis of its market position. A local daily newspaper has published a report stating that a global coffee bean producer is entering the region to set up retail stores in order to increase its efficiency in distribution. Daisy Inc. is most likely to include this fact under which of the following components of a SWOT analysis? a. External opportunities b. External threats c. Internal strengths d. Internal weaknesses ANSWER: b RATIONALE: The fact that a global company is entering the market constitutes an external threat to Daisy Inc. The purpose of analyzing external threats is to assess what possible negative impact socioeconomic, political, environmental, and demographic factors may have on the organization. See "Conducting a SWOT Analysis."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.3 - Paraphrase how to use the SWOT model to assist in strategic planning.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Conducting a SWOT Analysis KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 46. Maddox Corp., a smartphone manufacturer in the initial years of its entry into the market, adopted a deliberate strategy of quickly capturing a sizeable portion of the market share by lowering the selling price of its smartphones. Which business strategy has the company adopted in the given example? a. First-mover strategy b. Imitation strategy c. Focus strategy d. Cost-leadership strategy ANSWER: d RATIONALE: Maddox Corp. is following the cost-leadership strategy. A cost-leadership strategy involves producing a product or service at a low selling price in order to gain market share. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 47. Simon Corp., a global financial services firm, has entered a region whose per capita income is very high. To make its financial products more attractive, it introduces new schemes that specifically cater to high income groups. This is an example of: a. a strategic alliance. b. a cost-leadership strategy. c. a focus strategy. d. an acquisition strategy.

ANSWER: c RATIONALE: Simon Corp. is following a focus strategy. In a focus strategy, the organization concentrates on a specific regional market or buyer group. To gain market share, the company will use either a differentiation or a cost-leadership approach in a targeted market. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 48. Amber Corp. and Kyler Corp., two major technology firms, have decided to operate together in specific areas such as distribution and marketing for better utilization of the expertise available in both firms. This can be referred to as: a. an imitation. b. a strategic alliance. c. a differentiation strategy. d. a cost-leadership strategy.

ANSWER: b RATIONALE: The companies have entered into a strategic alliance. A modern business strategy is to form alliances, or joint ventures, with other companies to exploit a market opportunity. Strategic alliances have become more common as leaders in the high-tech industry attempt to capitalize on the strengths of other companies. Many partnerships around the world are aimed at discovery, development, and marketing. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 49. Lorenzo Inc., a pharmaceutical company, has decided to purchase two major biotechnology research firms in order expand its operations and enhance its market presence. This is an example of: a. growth through acquisition. b. product diversification. c. a strategic alliance. d. a first-mover strategy.

ANSWER: a RATIONALE: As seen in the case of Lorenzo Inc., a standard strategy for growth is for one company to purchase others. Growth in size is important, but companies may also purchase other companies to acquire a new technology or complete a product line. Buying a new technology is often less expensive than investing huge sums in R&D that might not yield a marketable product. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 50. In the past several years, Dawson Inc., a consumer durables company, has been focusing only on a particular region due to its forecasted potential for the durables industry. Due to recessionary conditions in the region, the sales of Dawson’s products have been hit hard, resulting in severe losses. Which strategy could prevent such a scenario? a. Brand leadership b. First-mover strategy c. Global diversification d. Niche strategy ANSWER: c RATIONALE: Global diversification is an appropriate strategy for Dawson Inc. A natural business strategy is to offer a variety of products and services and to sell across borders to enhance market opportunities. Global diversification is such a widely accepted strategy that the burden of proof would be on a business leader who shunned globalization. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 51. Caiden Inc., a leader in the apparel industry, wants to infuse change and add variety to its existing collection. The company makes extensive use of social media to receive feedback, suggestions, and ideas from existing and potential customers. This is an example of: a. knowledge hierarchy. b. knowledge application. c. knowledge dissemination. d. knowledge creation.

ANSWER: d RATIONALE: As seen in the given scenario, knowledge creation is used to spur innovation. Programs for creating knowledge solicit ideas, insights, and innovations from many sources, including rank and file workers, customers, and business partners, instead of relying exclusively on the research and development staff. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 52. Felix Inc., a real estate company, wants to increase efficiency at work and improve customer experience. In pursuit of this goal, it creates an online portal that could store relevant information on various aspects in a systematic manner. Users can easily access required information. Which of the following captures the above-mentioned scenario? a. Knowledge hierarchy b. Knowledge dissemination c. Knowledge creation d. Knowledge application ANSWER: b RATIONALE: Felix Inc. disseminates knowledge through an online portal. Knowledge dissemination through information technology is the most frequent activity within knowledge management.

Methods of sharing knowledge include company intranets that consolidate information in one

place so that it is accessible to potential users. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 53. Arthur is the CEO of an export company. Over the years, the company has been highly successful at delivering consistent results. Several analysts attribute this to Arthur’s leadership style, which allows his subordinates to take up leadership roles and deliver efficient results. Which of the following best describes Arthur’s leadership style? a. Servant leadership b. Cost leadership c. Brand leadership d. Transactional leadership ANSWER: a RATIONALE: Arthur is a servant leader. One theory of how knowledge is created in organization focuses on the role of the servant leader. A key point of the theory is that servant leaders are effective in sharing leadership responsibility, and shared leadership enhances the creation of knowledge. One reason is that shared leadership leads to a free flow of information exchange among group members. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 54. Which of the following is true of the cost-leadership strategy? a. Competitors can easily enter the field. b. Profits can be maintained at a constant level in the long run. c. Brand loyalty becomes more intense. d. Advertisement costs will decrease.

ANSWER: a RATIONALE: A variety of general merchandise stores, such as Dollar General and Family Dollar, implement the cost leadership strategy. A major problem with a cost-leadership strategy is

that competitors can easily enter the field, creating a downward spiral in pricing. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 55. Which of the following is a contributing factor to team learning? a. Brand leadership b. Cost leadership c. Personal mastery of the job d. Exploitative innovation ANSWER: c RATIONALE: In addition to the big picture of systems thinking, the leader must encourage the little picture of personal mastery of the job. As team members gain personal mastery of their jobs, they contribute to team learning, an essential aspect of a learning organization. Team learning centers on collective problem solving in which members freely share information and opinions to facilitate problem solving. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 56. Which of the following is a key characteristic of servant leadership? a. Focus on niche groups b. High power distance c. Hierarchical boundaries d. Caring for people ANSWER: d RATIONALE: Caring for people is an aspect of servant leadership that facilitates knowledge creation. The reason is that caring relationships facilitate the expression of diverse ideas and foster constructive reasoning and evaluation of ideas. See "Knowledge Management and the Learning Organization."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 57. Jett Inc., an automobile manufacturer, has decided to create an electric vehicle that, while not as efficient as its market competitors, can be sold a much-reduced price. What strategy is Jett implementing? a. Focus strategy b. Imitation strategy c. Differentiation strategy d. Green strategy.

ANSWER: b RATIONALE: If you cannot be imaginative, why not imitate the best? Manufacturers of popular digital devices such as digital cameras and smartphones use an imitation strategy. The company waits for the right time to introduce a lower-priced competitor. See "A Sampling of Business Strategies Formulated by Leaders."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 58. Bradley Inc., a cell phone manufacturing company, has been experiencing a downward trend in its sales and profit in recent times. The CEO of Bradley approaches its marketing advisor to suggest ideas and ways to regain market share and sales. If you were the marketing advisor, what would you suggest to improve the company’s prospects?

ANSWER: Bradley Inc. requires a strategic plan. Strategic planning helps a manager lead strategically.

Quite often, strategic planning takes the form of a SWOT analysis, a longstanding method of considering internal strengths and weaknesses as well as external opportunities and threats in a particular situation. A SWOT analysis represents an effort to examine the interaction between the particular characteristics of your organization or organizational unit and the external environment, or marketplace, in which you compete. The framework, or technique, is useful in identifying a niche the company has not already exploited.

Business strategies such as differentiation and cost leadership could also help in improving the sales and profit trend. A differentiation strategy seeks to offer a product or service that the customer perceives as being different from available alternatives. The organization may use advertising, distinctive features, exceptional service, or new technology to gain this

perception of uniqueness. Another basic strategy is cost leadership; that is, to produce a product or service at a low cost in order to lower the selling price and gain market share.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13.3 - Paraphrase how to use the SWOT model to assist in strategic planning.

BLTS13 Miller22 LO13.3.4 - Describe the federal government's ability to regulate commerce under the Commerce Clause.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Development of Business Strategy; A Sampling of Business Strategies Formulated by Leaders KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead 59. Derek, the CEO of Kellen Inc., approaches his management consultant to ask for his suggestions on how to improve his leadership skills to sustain and improve organizational performance. If you were the management consultant and believed that Derek was capable of implementing a servant leadership style, what would you suggest he do?

ANSWER: Explain to Derek that a new theory of how knowledge is created in organizations focuses on the role of the servant leader. A key point of the theory is that servant leaders are effective in sharing leadership responsibility, and shared leadership enhances the creation of knowledge.

One reason is that shared leadership leads to a free flow of information exchange among group members. Shared leadership deemphasizes hierarchical boundaries, which facilitates servant leaders and followers communicating freely. With less power distance between group member and leader, the group members believe in the importance of their opinions and suggestions, which leads to more information exchange. The exchange of information often triggers new learning.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13.5 - Discuss how leaders contribute to the management of knowledge and the learning organization.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead 60. Desmond Inc., a high-end automobile company, aims to develop the firm into one that consistently endeavors to create new knowledge and innovations. To gain more insights into this strategy, the CEO approaches the regional marketing head of the company to ask for her advice. If you were the marketing head, what advice would you provide to the CEO? ANSWER: Desmond Inc. can follow many strategies to continue its pursuit of knowledge and innovation. A powerful strategy for gaining competitive advantage is to build the organization with talented, well-motivated people at every level. The most urgent need in building great companies is to find and keep great people. Talented people may need some

leadership direction, but they will think of new products and services and develop effective work processes.

A wide variety of leadership initiatives can create and enhance a learning organization, including a supportive learning environment, concrete learning processes and practices, a leadership that reinforces learning, creating a strategic intent to learn, systems thinking, team learning, and action learning.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 13.4 - Enumerate a number of current business strategies.

NATIONAL STANDARDS: United States - BUSPROG: Analytic | Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: A Sampling of Business Strategies Formulated by Leaders; Knowledge Management and the Learning Organization KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead

Chapter 14: International and Culturally Diverse Aspects of Leadership 1. A term used to refer to diverse employees being embraced, welcomed, and enabled is: a. exclusion. b. inclusion. c. affirmative action. d. workforce blending.

ANSWER: b RATIONALE: Inclusion refers to diverse employees being embraced, welcomed, and enabled to make meaningful contributions. See “The Advantages of Managing for Diversity.”

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity 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. See "The Advantages of Managing for Diversity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 3. A marketing advantage for a company having a multicultural workforce is that: a. programs can be readily developed to reach a targeted ethnic or racial group. 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: A representational workforce facilitates the sale of products and services, and the need for such a workforce appears to be increasing. A major component of the marketing advantage of diversity is that a work force that matches the diversity of a company’s customer base has an edge in appealing to those customers. See "The Advantages of Managing for Diversity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 4. Call center manager Charlie has a strong performance orientation value. Therefore, he is likely to: a. be quite confrontational when a customer is unrealistic. b. treat male and female workers at the call center differently. c. encourage high standards of excellence at the call center. d. set high work standards for himself and low standards for others.

ANSWER: c RATIONALE: Charlie has a strong performance orientation. Therefore, he is most likely to encourage high standards of excellence at the call center. Performance orientation is the degree to which a society encourages (or should encourage) and rewards group members for performance improvement and excellence. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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. Hospital administrator Amanda has an urgent time orientation. She is likely to: a. be laid back and casual about time. b. value time as a scare resource. c. invite her staff to participate in many retreats. d. enjoy sitting through presentations of substantial length.

ANSWER: b RATIONALE: Amanda has an urgent time orientation and is likely to be impatient and perceive that time is a scarce resource. Time orientation is the importance nations and individuals attach to time.

See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 6. Workers with a high power-distance value tend to accept the idea that: a. people from different cultures also have power. b. they may not achieve power until the distant future. c. people have unequal power throughout the firm. d. power comes through hard work.

ANSWER: c RATIONALE: Power distance is the degree to which members of a society expect, and should expect, power to be distributed unequally. Individuals who accept power and authority expect the boss to make the major decisions. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 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 ecoles) 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: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 degree to which individuals express, and should express pride, loyalty, and cohesiveness in their organizations and families is called: a. time orientation b. power distance c. gender egalitarianism d. in-group collectivism ANSWER: d RATIONALE: In-group collectivism is the degree to which individuals express, and should express, pride, loyalty, and cohesiveness in their organizations and families. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 9. When faced with conflict, a Malaysian manager is likely to: a. give in readily to the other side. b. ignore the situation. c. be fair and caring to others. d. look for ways to intensify the conflict.

ANSWER: c RATIONALE: Egypt and Malaysia rank high on human orientation, which is the degree in which a society encourages and rewards, and should encourage and reward, individuals for being fair, altruistic, and caring to others. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Cultural Factors Influencing Leadership Practice Bloom's: Comprehension Digital story: Connect

10. A stereotypical Asian cultural factor is likely to be: a. laid back and interested in relationship building. b. being self-conscious of being praised in front of a group. c. concerned about gender differences. d. concerned about conducting business ethically.

ANSWER: b RATIONALE: Many Asians are self-conscious about being praised in front of the group because they feel that individual attention clashes with their desire to maintain group harmony. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 11. Major account executive Katrina is visiting another country, and soon discovers that her customers will not talk about business until the group has dined together for several hours. Katrina would show cultural sensitivity by: a. attempting to conduct business as soon as the main meal is completed. b. explaining that her company discourages wasting time. c. explaining with tact that the group is wasting time and money. d. trying to understand the dining tradition.

ANSWER: d RATIONALE: Katrina can show cultural sensitivity by trying to understand the dining tradition and other nuances of the country's culture. A cross-cultural leader must be patient, adaptable, flexible, and willing to listen and learn. All of these characteristics are part of cultural sensitivity, an awareness of and a willingness to investigate the reasons why people of another culture act as they do. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity KEYWORDS: Bloom's: Application NOTES: Digital story: Perform

12. To motivate diverse people to buy products, a company's sales representatives should be: a. multicultural. b. inflexible. c. laid back. d. ethnocentric.

ANSWER: a RATIONALE: A multicultural leader is a leader with the skills and attitudes to relate effectively to and motivate people across race, gender, age, social attitudes, and lifestyles. See “Cultural Factors Influencing Leadership Practices.

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Factors Influencing Leadership Practices KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 13. Which of the following is least likely to be a source of cultural misunderstanding? a. Language differences b. Work habits c. Women's roles d. Entertaining in restaurants ANSWER: d RATIONALE: Problems of cultural misunderstanding of which leaders should be cluster in five areas: language, gender, religion, culture, and work habits. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 14. Which of the following is not one of the five aspects of cultural sensitivity? a. Recognition of nuances in customs b. In-group collectivism c. Recognizing potential problems of cultural misunderstandings d. Flexibility in dealing with others ANSWER: b RATIONALE: The five aspects of cultural sensitivity are: (1) recognition of nuances in customers, (2) being

a multicultural worker, (3) recognizing potential problems of cultural misunderstandings, (4) flexibility in dealing with others, and (5) eliciting ideas and giving critical feedback. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

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 15. To recognize potential problems of cultural misunderstanding, workplace consideration should include: a. respectful personal pronoun usage b. wearing brightly colored, relaxed attire for business meetings c. using vague words like “on time” for setting deadlines d. having male and female restrooms only ANSWER: a RATIONALE: In order to ensure an inclusive and welcoming work environment for all employees, thoughtful consideration should be given to issues like apparel, respectful personal pronoun usage, and gender-neutral restrooms. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 16. Global leaders must: a. tap into a deep, universal layer of human motivation. 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 global leader must tap into a deep, universal layer of human motivation to build loyalty, trust, and teamwork in different cultures. See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 17. According to research, two success factors for international management positions are: a. being high on power distance and uncertainty avoidance. b. being multilingual and having foreign-born parents. c. sensitivity to cultural differences and being culturally adventurous. d. ethnocentrism and patriotism.

ANSWER: c RATIONALE: Two traits specifically related to success in conducting international business include sensitivity to cultural differences and being culturally adventurous. See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 18. Which of the following is not one of the criteria for generating superior global corporate performance from a leadership perspective? a. Patriotism and dogmatism b. Profitability and productivity c. Commitment and morale d. Adaptability and innovation ANSWER: a RATIONALE: Excellent global leaders have a leadership style that generates superior corporate performance in terms of four criteria: (1) profitability and productivity, (2) continuity and efficiency, (3) commitment and morale, and (4) adaptability and innovation. See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills

KEYWORDS: NOTES:

Bloom's: Knowledge Digital story: Engage

19. A study found that conflict-resolution models can be divided into three types: a. deferring to status power, lifting regulations, and segregating interests b. deferring to status power, applying regulations, and integrating interests c. enhancing team performance, applying regulations, and segregating interests d. Enhancing team performance, lifting regulations, and integrating interests ANSWER: b RATIONALE: Catherine Tinsley sorted conflict-resolution models into three types: resolving conflict by (a) deferring to status power, (b) applying regulations, and (c) integrating interests. See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 20. A major challenge in providing leadership to cross-cultural teams is that team members may: a. in most part be looking for a transfer to the United States. b. not be willing to work in different time zones. c. refuse to cooperate with a foreigner. d. have different attitudes toward hierarchy and authority.

ANSWER: d RATIONALE: One of the more pronounced cross-cultural differences is that various members of the team may have differing attitudes toward hierarchy and authority (or power distance). See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 21. A useful guideline in motivating workers from different cultures is to: a. offer financial rewards in their own currency. b. figure out which rewards have high valence for them.

c. recognize that relatively few workers have higher-level needs. d. recognize that relatively few workers have lower-level needs.

ANSWER: b RATIONALE: A useful guideline in motivating workers from different cultures is to figure out which rewards have high valence for them. See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 22. Which of the following is not a key leadership initiative for achieving cultural diversity, equity, and inclusion: a. hold managers accountable for achieving diversity b. conduct diversity training c. avoid group characteristics when hiring for person-organization fit d. have a homogeneous or similar leadership group ANSWER: d RATIONALE: Leadership initiatives for achieving cultural diversity, equity, and inclusion include: (1) hold managers accountable for achieving diversity, (2) establish minority recruitment, retention, and mentoring programs, (3) conduct diversity training, (4) conduct anti-bias training, (5) avoid group characteristics when hiring for person-organization fit, (6) attain diversity among organizational leaders, and (7) emphasize inclusive language. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 23. The clearest commitment to valuing diversity occurs when: a. the organization holds a celebration valuing diversity. b. valuing diversity is incorporated into organizational strategy. c. a minority group member is appointed as diversity coordinator. d. an organization develops a diverse base of customers or clients.

ANSWER: b RATIONALE: For organizations to value diversity and inclusion, top management must be committed to it.

The commitment is clearest when it is embedded in organizational strategy, as well as in the life and culture of the organization. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 24. The major purpose of diversity training is to: a. conform to affirmative action legislation. b. get people to express their hidden prejudices. c. bring about workplace harmony. d. break down status barriers between managers and employees.

ANSWER: c RATIONALE: The purpose of diversity training is to bring about workplace harmony by teaching people how to get along better with diverse work associates. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 25. An example of unconscious bias is: a. a project manager not giving key assignments to one diverse group b. valuing employees for their ideas c. recognizing that many Chinese American workers are interested in and skilled at supervisory positions d. selecting applications for second interviews based on qualifications ANSWER: a RATIONALE: Anti-bias training is a program to help employees discover their unconscious biases that may adversely affect certain demographic and cultural groups. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 26. Todd, an American strategy specialist, visits his company's Italian affiliate. He is introduced to Annette, a native Italian and the human resources director of the Italian affiliate. Todd should probably: a. give Annette an American-style bear hug. b. kiss Annette rather firmly on the forehead. c. lightly kiss Annette on the lips. d. lightly kiss Annette on both cheeks.

ANSWER: d RATIONALE: Todd should lightly kiss Annette on the cheeks as it is acceptable in most countries outside Asia. The art of facial cheek-kissing is an amusing, yet important, aspect of cross-cultural training. Americans favor handshakes for greetings, yet in many countries outside of Asia, light kisses on the cheek of the other person are more acceptable. The kisses are given to people of the same and opposite sex for greeting purposes; however, kissing a business acquaintance of the opposite sex is even more expected and appropriate. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, Inclusion KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 27. Recruiters and hiring managers not knowing or suspecting the gender (or sex), race, or ethnicity of the candidate is known as: a. targeted applicant pools b. blind screening c. implicit awareness testing d. conduct audits for diversity within the company.

ANSWER: b RATIONALE: A favorable development for creating a diverse workforce is for recruiters and hiring managers not to know or suspect the gender (or sex), race, or ethnicity of the candidate. This is known as blind screening. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 28. A problem in hiring for person-organization fit is that: a. the corporate culture might be weakened. b. candidates whose values fit the organization might be excluded. c. it might inadvertently discriminate against protected classes of workers. d. group characteristics may receive too little attention.

ANSWER: c RATIONALE: Many business firms today are investing time and effort into recruiting and hiring employees who show a good person-organization fit. A selection strategy of this type can lead to a cohesive and strong organizational culture. The danger, however, is that when employers focus too sharply on cultural fit in the hiring process, they might inadvertently discriminate against protected classes of workers. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 29. A key characteristic of an organization with leadership diversity is that: a. there is a heterogeneous group of leaders. b. diversity is confined to ethnicity. c. considerable job rotation takes place among company leaders. d. diversity is limited to sex.

ANSWER: a RATIONALE: To achieve a multicultural organization, firms must practice leadership diversity—that is, have a culturally heterogeneous group of leaders. Many global firms have already achieved leadership diversity with respect to ethnicity. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion Bloom's: Knowledge Digital story: Engage

30. A major challenge in developing a diverse workforce is: a. getting culturally diverse employees to work together smoothly. b. increasing the voluntary turnover rate a little. c. reducing turnover among the minority group members hired. d. finding minority group members to promote.

ANSWER: c RATIONALE: Efforts at recruiting a culturally diverse work force must be supported by a leadership and management approach that leads to high retention. To increase retention rates, diversity consultants advise employers to strengthen cultural training programs, recognize employees’ hidden skills and talents, and give diversity committees clout with top management. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 31. Equity refers to ensuring that access, resources, and opportunities are provided for all. a. True b. False ANSWER: True RATIONALE: Equity refers to ensuring that access, resources, and opportunities are provided for all to succeed and develop, especially people who are underrepresented and have been historically disadvantaged. See "The Advantages of Managing for Diversity."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 32. Part of the marketing advantage of diversity is that a workforce that matches up with the diversity of the company's

customer base has an edge in appealing to those customers. a. True b. False ANSWER: True RATIONALE: A major component of the marketing advantage of diversity is that a workforce that matches the diversity of a company’s customer base has an edge in appealing to those customers. See "The Advantages of Managing for Diversity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 33. Research shows that working with people who are like you may challenge and sharpen your brain. a. True b. False ANSWER: False RATIONALE: Research evidence suggests that working with people who are different from you may challenge your brain to overcome its traditional thinking and sharpen its performance. See "The Advantages of Managing for Diversity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 34. Both companies and local economies benefit when those companies take the diversity initiative of purchasing from local, minority, or female-owned suppliers. a. True b. False ANSWER: True RATIONALE: Diversity and inclusion programs help local economies, thereby boosting social responsibility. Many large companies take the diversity initiative of purchasing from local, minority, and female suppliers. The substantial purchases aid the local economy in terms of the flow of money as well as employment. See "The Advantages of Managing for Diversity."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 35. Workers from a society that emphasizes in-group collectivism are likely to ask, "What's in it for me?" before accepting a leader's attempts at motivation. a. True b. False ANSWER: False RATIONALE: In-group collectivism is the degree to which individuals express, and should express, pride, loyalty, and cohesiveness in their organizations and families. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 36. Morton, an employee in a multicultural firm, comes from a country with high uncertainty avoidance. Thus, Morton would appreciate it if his manager explained rules and procedures clearly to him. a. True b. False ANSWER: True RATIONALE: Morton is likely to prefer orderliness, consistency, and laws to cover situations in daily life.

Uncertainty avoidance is the extent to which members of a society rely, and should rely, on social norms, rules, and procedures to lessen the unpredictability of future events. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Cultural Factors Influencing Leadership Practice Bloom's: Comprehension Digital story: Connect

37. A high performance orientation is a strong cultural value of Russian or Greek middle managers. a. True b. False ANSWER: False RATIONALE: A strong performance orientation was found high on this dimension are the United States and Singapore, whereas those low on this dimension are Russia and Greece. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 38. The typical Egyptian manager is likely to lack compassion for workers and at the same time be highly participative. a. True b. False ANSWER: False RATIONALE: The Egyptian and Malaysian cultures rank high on the cultural dimension of humane orientation, which is the degree to which a society encourages and rewards individuals for being fair, altruistic, and caring for others and discourages aggressive, confrontational behavior, preferring harmonious relationships. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 39. A low-powered person will spring into action because the boss says to. a. True b. False ANSWER: False RATIONALE: The low-power person will not spring into action just because the boss suggests. Instead, the

leader needs to patiently explain the personal payoffs of achieving superior performance. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 40. Being multilingual is more important than being multicultural in persuading a person from another culture to purchase your product or service. a. True b. False ANSWER: False RATIONALE: Being multicultural helps one be accepted by a person from another culture. Multicultural workers can readily relate to people from other cultures and are well suited to the global workplace. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 41. A key principle in conducting business with people from another culture is to be firm and unyielding to avoid being taken advantage of. a. True b. False ANSWER: False RATIONALE: Cultural sensitivity is enhanced by cultural training, and also by simply listening carefully and observing. A key principle is to be flexible when dealing with people from other cultures.

See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity

STATE STANDARDS: TOPICS: KEYWORDS: NOTES:

United States - OH - DISC: Leadership Principles Cultural Sensitivity Bloom's: Knowledge Digital story: Engage

42. Generational differences, such as those between the young and old, represent a cultural difference managers must take into account in leading groups. a. True b. False ANSWER: True RATIONALE: Generational differences are a manifestation of cultural differences, quite often within a leader’s national culture. For example, young people typically want more frequent recognition and rewards as well as flexible scheduling. Older people might want more deference to their knowledge and experience. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 43. A key principle to cultural sensitivity is to be flexible when dealing with people from other cultures. a. True b. False ANSWER: True RATIONALE: Cultural sensitivity is enhanced by cultural training, and also by simply listening carefully and observing. A key principle to cultural sensitivity is to be flexible when dealing with people from other cultures. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 44. A study demonstrated that high emotional intelligence contributed to executive failure on overseas assignments because the executives were too concerned about feelings. a. True b. False

ANSWER: RATIONALE:

False A study demonstrated that deficits in emotional intelligence contributed to executive failure on assignments in Latin America, Europe, and Japan. Being able to read emotions is particularly helpful when evaluating how well the person from another culture is accepting your propositions. See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect

45. Tolerance for ambiguity is an asset for overseas executives because guidelines on how to behave in most crosscultural situations are not clear cut. a. True b. False ANSWER: True RATIONALE: Tolerance for ambiguity is important for leaders in general, and especially important for developing global leadership skills. Every country in which they work represents a new way of doing things, so leadership has to work with only general guidelines. See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 46. Diversity trainers encourage group members to engage in outrageous behavior during diversity training. a. True b. False ANSWER: True RATIONALE: Sometimes a diversity trainer encourages group members to engage in outrageous behavior, such as having women sexually harass men so the men know what it feels like. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, Inclusion KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 47. An example of the cross-cultural challenges faced by international workers is to know when and with whom facial cheek kissing as a greeting is appropriate. a. True b. False ANSWER: True RATIONALE: Cross-cultural training usually includes information about cross-cultural bloopers. In addition, the art of facial cheek-kissing is an amusing, yet important, aspect of cross-cultural training. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Comprehension NOTES: Digital story: Connect 48. A market research firm works on a variety of projects sourced from across the country. It has a deliberate policy of employing research team members from a variety of cultural minorities such as Asians, Africans, Hispanics, and Native Americans. This policy of the firm is likely to: a. expand power distance. b. enhance team performance. c. result in the creation of standard processes for data analysis. d. reduce the degree of time orientation.

ANSWER: b RATIONALE: The company's policy of recruiting people from different cultures can enhance team performance. Similar to the creativity advantage, cultural diversity can enhance team performance, often because diverse backgrounds are associated with diverse information, knowledge, and perspectives that can be used to solve problems. See "The Advantages of Managing for Diversity."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

The Advantages of Managing for Diversity Bloom's: Application Digital story: Perform

49. Owen Corp., a company operating in the retail industry, has an implicit policy of recruiting candidates from the majority community. Its rival firm, which encourages job applications from diverse backgrounds, has been registering a higher profit consistently. In the context of the implicit recruitment policy at Owen Corp., which of the following is more likely to contribute to such a pattern in profitability? a. It could have shrunk its supply of potential candidates. b. It may have contributed to a large amount of foreign fund flow, leading to decreasing profit levels. c. It could have possibly resulted in an increasing power distance within the organization. d. It may have contributed to a large pool of overqualified professionals performing less challenging jobs.

ANSWER: a RATIONALE: The company is not able to find talented candidates because of its recruitment policy.

Companies with a favorable record in managing diversity are at a distinct advantage in recruiting and retaining talented people. Those companies with a favorable reputation for welcoming diversity attract the strongest job candidates among women and racial and ethnic minorities. Also, a company that does not welcome a diverse workforce shrinks its supply of potential candidates. See "The Advantages of Managing for Diversity."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity 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 is a leader with 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: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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. Benjamin Corp., a farmer-owned dairy cooperative company, procures milk from a number of farmers in the locality and distributes packaged products to retailers across the state. The cooperative company has been successful over the years due to its emphasis on values such as loyalty, pride, and cohesiveness. In which dimension is the company likely to score the highest? a. Assertiveness b. Power distance c. Gender egalitarianism d. In-group collectivism ANSWER: d RATIONALE: The company emphasizes in-group collectivism since it values loyalty, pride, and cohesiveness. In-group collectivism is the degree to which individuals express, and should express, pride, loyalty, and cohesiveness in their organizations and families. One consequence of collectivism is taking pride in family members and the organizations that employ them. See "Cultural Factors Influencing Leadership Practice."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.2 - Describe how cultural factors, including values, influence leadership practice.

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 52. Scarlett is an advertising executive whose projects are spread across various countries. She has the ability to influence her counterparts in other countries through her patience, adaptability, sensitivity to other ethnic communities, and willingness to acquire knowledge about local customs and traditions. Which term best describes Scarlett? a. Time-oriented leader b. Cross-cultural leader c. Assertive leader d. Power distant leader ANSWER: b RATIONALE: Leaders, as well as others, who are attempting to influence a person from a foreign country must be alert to possible cultural differences. Thus, the leader must be willing to acquire knowledge about local customs and learn to speak the native language at least passably. A cross-cultural leader must be patient, adaptable, flexible, and willing to listen and learn. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 53. Alexander, a PR professional at a multinational company, is on an official trip to a foreign country to establish business relations with companies there. The host nation is known to highly value conservative traditions and customs.

Alexander understands that the inhabitants of the host nation prefer others not to enter their personal space, and hence he maintains a considerable personal distance from the representatives of the host nation during the business meetings. In the context of cultural sensitivity, Alexander is likely to have taken into account which of the following aspects? a. Recognition of nuances in customs b. Power distance c. Assertiveness d. In-group collectivism ANSWER: a RATIONALE: Alexander is exhibiting the aspect of recognizing certain nuances in customs that will help build better relationships with work associates from another culture. See "Cultural Sensitivity."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 54. William, the CEO of a business empire that has a presence in eight different industries in twenty countries, possesses the expertise to persuade and convince people of other countries to accept his business ideas. William can be considered as a leader who: a. accepts societal hierarchy. b. maintains power distance. c. possesses global leadership skills. d. emphasizes time orientation.

ANSWER: c RATIONALE: William is exhibiting global leadership skills. In general, global leadership skills refer to the ability to exercise effective leadership in a variety of countries. The definition stems from the idea that the essence of global leadership is the ability to influence people who are dissimilar to the leader and stem from different cultural backgrounds. See "Global Leadership Skills."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: 14.4 - Discuss health issues in the healthcare workplace.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Global Leadership Skills KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 55. ChocoTruck Inc., a manufacturer of cocoa-based products, has retail outlets across the country. The company’s top executive positions and managerial positions are held by people belonging to several ethnic minority and majority communities. Gender equality is also emphasized in the process of recruitment. ChocoTruck Inc. practices: a. leadership diversity. b. power distance. c. work orientation. d. elitist management policies.

ANSWER: a RATIONALE: The company is practicing leadership diversity by having people from different races and ethnicities in top positions. To achieve a multicultural organization, firms must practice leadership diversity—that is, have a culturally heterogeneous group of leaders. Many global firms have already achieved leadership diversity with respect to ethnicity. An organization with true leadership diversity also has a heterogeneous group of leaders in such positions as supervisors, middle managers, and team leaders. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 56. Mauricia Corp., a biotechnology firm, has initiated a program that encourages employees to form groups on the basis of a particular characteristic such as race, sex, or ethnicity. Mauricia Corp's initiative is based on the belief that such programs would help team members to discover their true potential and climb the corporate ladder. Which of the following is a likely disadvantage of such a set up? a. It could result in a reduction in productivity. b. It could lead to divisiveness. c. It may widen power distance. d. It may heighten the sense of individualism.

ANSWER: b RATIONALE: The company is encouraging its employees to form network groups, which can prove counterproductive. The network group is composed of employees throughout the company who affiliate on the basis of a group characteristic such as race, ethnicity, sex, sexual orientation, or physical ability status. Although some human resources specialists are concerned that network groups can lead to divisiveness, others believe they play a positive

role. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 57. Oscar, an extrovert, enjoys meeting new people and traveling to remote areas. He quits his job as an investment banker to find a new and exciting job that will also give him a high level of work satisfaction. Oscar has now got a job in a nonprofit organization that requires him to travel to underdeveloped countries and localities to provide his services. The given scenario is an example of: a. effective leadership diversity. b. uncertainty avoidance. c. a good person–organization fit. d. cultural intelligence.

ANSWER: c RATIONALE: Oscar's recruitment by a nonprofit organization is an example of a good person–organization fit. An important consideration in employee recruitment and hiring is to find a good person– organization fit, the compatibility of the individual with the organization. The compatibility often centers on the extent to which a person’s major work-related values and personality traits fit major elements of the organization culture. See "Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Initiatives for Achieving Cultural Diversity, Equity, and Inclusion KEYWORDS: Bloom's: Application NOTES: Digital story: Perform 58. Clifford Inc., a global media firm, has been experiencing a steady reduction in its global market share. It is found that the company’s management and administrative positions are occupied by members of the majority community, which may be hindering the creative growth of the company. If you were a senior advisor to the top management of the company, what would you suggest bringing about a positive improvement in the firm?

ANSWER: The company is losing creative advantage by lacking heterogeneity in its work force.

Heterogeneity in the workforce may offer the company a creativity advantage, as well as improve its problem-solving and decision-making capability. Creative solutions to problems are more likely to be reached when a diverse group attacks a problem. Hence, diversity and inclusion are the key drivers of creativity, innovation, and invention. Similar to the creativity advantage, cultural diversity can enhance team performance, often because diverse

backgrounds are associated with diverse information, knowledge, and perspectives that can be used to solve problems.

It is equally important to emphasize that global leadership skills are important to improve a company’s reputation and contribute to a sustainable competitive advantage. Excellent global leaders have a leadership style that generates superior corporate performance in terms of four criteria: (1) profitability and productivity, (2) continuity and efficiency, (3) commitment and morale, and (4) adaptability and innovation. Behavioral complexity is the term given to this ability to attain all four criteria of organizational performance. Excellent global leaders are able to understand complex issues from the four perspectives just mentioned and to achieve the right balance. For example, when a company is facing a mature market, it might be necessary to invest more effort into being innovative than into achieving high profits.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

14.1 - Elaborate on the potential ethical and competitive advantages from leading and managing diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: The Advantages of Managing for Diversity; Global Leadership Skills KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead 59. Noah is a senior manager at a multinational durable products manufacturing company. He has recently been assigned the task of visiting the company’s subsidiaries in other countries to assess their performance and improve business ties.

Noah is a little nervous about this assignment since he has never been to another country on a business agenda and has very little exposure to foreign cultures. If you were Noah’s boss, what advice would you provide him?

ANSWER: Noah has to review how cultural factors, including values, influence leadership practice.

Being a multicultural leader, He must utilize skills and attitudes to relate effectively to motivate people across race, gender, age, social attitudes, and lifestyles. Noah will need to understand the key dimensions of different cultures: 1) Performance orientation.

2) Assertiveness.

3) Future orientation.

4) Time orientation.

5) Humane orientation.

6) In-group collectivism.

7) Gender egalitarianism.

8) Power distance.

9) Uncertainty avoidance.

10) Work orientation.

POINTS: DIFFICULTY:

Once Noah reviews these key dimensions, he can focus on global leadership skill, which is the ability to exercise effective leadership in a variety of countries. Noah will focus on the leadership style that generates superior corporate performance in terms of four criteria: (1) Profitability and productivity (2) continuity and efficiency (3) commitment and morale, and (4) adaptability and innovation.

1 Challenging

QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 14.4 - Explain how global leadership skills contribute to leadership effectiveness.

14.2 - Describe how cultural factors, including values, influence leadership practice.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Factors Influencing Leadership Practice; Global Leadership Skills KEYWORDS: Bloom's: Evaluation NOTES: Digital story: Lead 60. Realizing the advantages of a diverse workforce in an organization, Michael, the CEO of a food-processing firm, announces a workforce expansion policy that will concentrate on recruiting people from diverse backgrounds. Michael calls on his senior HR manager to ask for suggestions on the recruitment policy. If you were the senior HR manager, what would you suggest making the recruitment policy workable?

ANSWER: To make the recruitment policy workable, Michael should strive to embody the qualities of a multicultural leader. A multicultural leader is a leader with the skills and attitudes to relate effectively to and motivate people across race, gender, age, social attitudes, and lifestyles. To influence and inspire culturally diverse people, the leader must be aware of overt and subtle cultural differences.

Leaders, as well as others, who are attempting to influence a person from a foreign country must be alert to possible cultural differences. A cross-cultural leader must be patient, adaptable, flexible, and willing to listen and learn. All these characteristics are part of cultural sensitivity, an awareness of and a willingness to investigate the reasons why people of another culture act as they do. Five aspects of cultural sensitivity include: 1. Recognition of nuances in customs.

2. Being a multicultural worker.

3. Recognizing potential problems of cultural misunderstanding.

4. Flexibility in dealing with others.

5. Eliciting ideas and giving critical feedback.

The following leadership initiatives for achieving cultural diversity, equity, and inclusion need to be incorporated in Michael’s action plan: 1. Hold managers accountable for achieving diversity.

2. Establish minority recruitment, retention, and mentoring programs.

3. Conduct diversity training.

4. Conduct anti-bias training 5. Avoid group characteristics when hiring for person-organization fit.

6. Attain diversity among organizational leaders.

7. Emphasize inclusive language.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 14.3 - Summarize the contribution of cultural sensitivity to leadership effectiveness.

14.5 - Pinpoint leadership initiatives to attain cultural diversity, equity, and inclusion.

NATIONAL STANDARDS: United States - BUSPROG: Technology - BUSPROG: Technology STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Cultural Sensitivity; Leadership Initiatives for Achieving Cultural Diversity, Equity, and

KEYWORDS: NOTES:

Inclusion Bloom's: Evaluation Digital story: Lead

Chapter 15: Leadership Development and Succession 1. A growth mindset thrives on challenge and sees failure not as an indicator of low intelligence but as a springboard for growth and improvement. a. True b. False ANSWER: True RATIONALE: Underlying a career growth orientation is a growth mindset. A growth mindset thrives on challenge and sees failure not as an indicator of low intelligence but as a springboard for growth and improving current abilities. See "Development Through Self-Awareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 2. An important mechanism underlying self-development is self-awareness. a. True b. False ANSWER: True RATIONALE: An important mechanism underlying self-development is self-awareness, insightfully processing feedback about oneself to improve one’s effectiveness. See "Development Through Self-Awareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 3. Education is concerned with the immediate application of knowledge. a. True b. False ANSWER: False RATIONALE: Education generally refers to acquiring knowledge without concern about its immediate application. See "Development Through Education, Experience, and Mentoring."

POINTS: 1

DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 4. Education generally refers to acquiring knowledge without concern about its immediate application. a. True b. False ANSWER: True RATIONALE: Education generally refers to acquiring knowledge without concern about its immediate application. If a potential leader studies mathematics, the logical reasoning acquired might someday help the leader solve a complex problem facing the organization. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 5. Leadership development can take place by using one's immediate superior as a positive or negative model of effective leadership. a. True b. False ANSWER: True RATIONALE: The two major developmental factors in any work situation are work associates and the task itself. Work associates can help a person develop in myriad ways. An immediate superior can be a positive or negative model of effective leadership. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring

KEYWORDS: NOTES:

Bloom's: Knowledge Digital Story: Engage

6. Assigning managers to cross-functional teams to work on other disciplines has become a useful form of leadership development. a. True b. False ANSWER: True RATIONALE: A widespread practice is to assign managers to cross-functional teams to give them experience in working with other disciplines. The more urgent the purpose of the team, the more likely meaningful leadership development will take place. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 7. Success is a special type of challenging experience that contributes enormously to reaching one’s leadership potential. a. True b. False ANSWER: False RATIONALE: Failure is a special type of challenging experience that contributes enormously to reaching one’s leadership potential. One reason is that people who have never failed have avoided taking big risks. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 8. A person's mentor can never be a coworker. a. True b. False ANSWER: False RATIONALE: The mentor, a trusted counselor and guide, is typically a person’s manager. However, a mentor can also be a staff professional or coworker. See "Development Through Education,

Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 9. A typical approach to online mentoring is that it offers a wide pool of possible mentors and better matches between the mentor and the person mentored. a. True b. False ANSWER: True RATIONALE: A major advantage of online mentoring is that it offers a wide pool of possible mentors and better matches between the mentor and the person mentored. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 10. Mentoring is directly observing the work activities of the mentor by following the person around for a stated period of time. a. True b. False ANSWER: False RATIONALE: An approach to mentoring is shadowing, or directly observing the work activities of the mentor by following the person around for a period of time, such as one day per month. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Development Through Education, Experience, and Mentoring Bloom's: Knowledge Digital Story: Engage

11. Developing and training leaders is one of the most important tools needed to stay competitive. a. True b. False ANSWER: True RATIONALE: Leadership development is important because without a cadre of effective current and future leaders, a company would lose its competitive edge. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 12. In a typical simulation, participants are given the opportunity to work on a problem that is like being in a real organization. a. True b. False ANSWER: True RATIONALE: Simulations give participants the opportunity to work on a problem that simulates a real organization. In a typical simulation, participants receive a computerized packet of information about a fictitious company. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital story: Engage 13. A feedback-intensive program of leadership development involves acquiring abilities and techniques that can be converted into live action. a. True b. False ANSWER: False RATIONALE: A feedback-intensive development program helps leaders develop by seeing more clearly

their patterns of behaviors, the reasons for such behaviors, and the impact of these behaviors and attitudes on their effectiveness. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 14. Conceptual knowledge is very important because it helps leaders develop by seeing more clearly their patterns and behaviors, the reasons for such behaviors, and the impact of these behaviors and attitudes on their effectiveness. a. True b. False ANSWER: False RATIONALE: Conceptual knowledge is very important because it alerts the leader to information that will make a difference in leadership. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 15. Leaders who score low on the personality dimension of emotional stability might become more effective in their interpersonal relationships with the benefit of psychotherapy. a. True b. False ANSWER: True RATIONALE: In general, leaders who score low on the personality dimension of emotional stability might become more effective in their interpersonal relationships with the benefit of psychotherapy.

See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Leadership Development Programs Bloom's: Knowledge Digital Story: Engage

16. Succession planning is vital to the long-term health of an organization and therefore an important responsibility of senior leadership. a. True b. False ANSWER: True RATIONALE: In a well-managed organization, replacements for executives who quit, retire, or are dismissed are chosen through leadership succession, an orderly process of identifying and grooming people to replace managers. Succession planning is vital to the long-term health of an organization and therefore an important responsibility of senior leadership. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 17. The emotional aspects of leadership succession are also evident when a business founder is replaced by another leader, whether or not the enterprise is a family business. a. True b. False ANSWER: True RATIONALE: The emotional aspects of leadership succession are also evident when a business founder is replaced by another leader, whether or not the enterprise is a family business. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 18. According to two specialists in leadership assessment, many big mistakes in careers and organizations result from . a. gaps in self-awareness

b. excessive self-discipline c. lack of education d. lack of relevant experience ANSWER: a RATIONALE: According to two specialists in leadership assessment, many big mistakes in careers and organizations result from gaps in self-awareness. See "Development Through Self-Awareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 19. After receiving negative feedback about her company, a CEO showed double-loop learning by saying a. “Maybe we are not in the right business.” b. “You cannot please everybody.” c. “I must tell the customer service department about this problem.” d. “This feedback is so important, it's worth hearing twice.”

ANSWER: a RATIONALE: Double-loop learning is an in-depth type of learning that occurs when people use feedback to confront the validity of the goal or the values implicit in the situation. To achieve doubleloop learning, one must minimize defensive thinking. See "Development Through SelfAwareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 20. Two key leadership dimensions between which a leader should form a firm stance are forceful leadership versus leadership. a. assertive b. operational c. strategy d. enabling ANSWER: d

RATIONALE:

A fruitful area of self-awareness is for leaders to recognize their standing on two key dimensions of leadership: forceful versus enabling leadership, and strategy versus operational. See "Development Through Self-Awareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

21. Based on the four kinds of lopsided leaders, a heroic leader would be . a. too forceful and operational b. too forceful and strategic c. too strategic and enabling d. too operational and enabling ANSWER: b RATIONALE: There are different areas of self-awareness in terms of the extremes, which can lead to being lopsided. The four kinds of lopsided leaders are: heroic leader, field general, presidential leader, and one of the troops. See "Development Through Self-Awareness and SelfDiscipline."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 22. Self-discipline plays an important role in leadership development because . a. most leaders have a tendency to be undisciplined b. it involves many aspects of personal development c. most leaders have the need to punish themselves from time to time d. most forms of leadership development require double-loop learning ANSWER: b RATIONALE: As with other types of personal development, leadership development requires considerable self-discipline. Self-discipline is required for most forms of leadership development. See "Development Through Self-Awareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 23. According to Richard Branson, a top executive at Virgin Atlantic, a special type of challenging experience that contributes enormously to reaching one’s leadership potential is . a. partaking in social causes b. victory c. failure d. taking calculated risks ANSWER: c RATIONALE: Failure is a special type of challenging experience that contributes enormously to reaching one’s leadership potential. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 24. An important way for leaders to capitalize on challenging experiences is for them to be given . a. leeway in choosing how to resolve the problem b. careful guidance in how to resolve the problem c. the opportunity to delegate the problem to someone else d. a policy and procedure manual for resolving the problem ANSWER: a RATIONALE: An important part of capitalizing on challenging experiences is for the leader or manager to be given leeway in choosing how to resolve the problem. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Development Through Education, Experience, and Mentoring Bloom's: Knowledge Digital Story: Engage

25. Struggling as a leader is most likely to transform into leadership development if, over time, the leader: a. receives coaching and guidance about the lessons to be derived. b. is left to fail on her own until figuring out the correct path. c. engages in single-loop learning. d. had ample education before becoming a leader at the organization.

ANSWER: a RATIONALE: Challenging experiences are the most likely to result in leadership development when the leader receives some coaching and guidance about the lessons to be derived from these experiences. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 26. A major purpose of assigning managers to cross-functional teams is to . a. broaden their job roles and prepare them for bigger tasks b. keep them thinking in terms of functional silos c. inculcate the quality of humility in them d. give them experience in working with other disciplines ANSWER: d RATIONALE: A widespread practice is to assign managers to cross-functional teams to give them experience in working with other disciplines. The more urgent the purpose of the team, the more likely meaningful leadership development will take place. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 27. A distinguishing characteristic of a mentoring relationship is that

.

a. the mentor recommends the protégé for promotion b. an emotional tie exists between the mentor and the protégé c. the protégé can avoid training if they are being mentored d. the protégé gets groomed to replace the mentor ANSWER: b RATIONALE: The mentor, a trusted counselor and guide, is typically a person’s manager. However, a mentor can also be a staff professional or coworker. An emotional tie exists between the person mentored and the mentor. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 28. In the shadowing approach to mentoring, the protégé . a. follows the mentor around for a stated period of time b. stays out of the spotlight so they can learn c. keeps others in the dark about their developmental opportunities d. alternates between two or three mentors for a defined time period ANSWER: a RATIONALE: In shadowing, the protégé directly observes the work activities of the mentor by following the person around for a stated period, such as one day per month. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 29. Online mentoring works by essentially . a. having frequent face-to-face contact between mentors and mentored employees b. holding videoconferences with potential mentors c. using search engines to find mentors in other companies d. matching mentors and mentored employees via websites ANSWER: d

RATIONALE:

One innovation in online mentoring is websites that link mentors and mentored employees via profiling software, modeled after dating websites. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

30. A feedback-intensive management development program . a. is free of cost to almost all participants of the program b. focuses on learning how to apply knowledge c. provides program participants with the right amount of challenge d. helps leaders find more constructive ways of achieving their goals ANSWER: d RATIONALE: A feedback-intensive development program helps leaders develop by seeing more clearly their patterns of behaviors, the reasons for such behaviors, and the impact of these behaviors and attitudes on their effectiveness. Such a program also helps leaders or potential leaders find more constructive ways of achieving their goals. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 31. A key element of behavioral role modeling is . a. reading about the accomplishments of great leaders b. participating in simulations of company problems c. essaying behaviors that a learner has observed d. showing behavioral characteristics of an underdog in a particular situation ANSWER: c RATIONALE: Behavioral role modeling is an extension of role playing and is based on social learning theory. You first observe a model of appropriate behavior, and then you role-play the behavior and gather feedback. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 32.

are used to give managers the opportunity to work on problems that approximate those faced by the company. a. Simulations b. Crucibles c. Feedback intensive programs d. Skill-based programs ANSWER: a RATIONALE: Simulations give participants the opportunity to work on a problem that simulates a real organization. Simulations are also used to give managers the opportunity to work on problems that approximate those faced by the company. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 33. Which of the following is an advantage of coaching? a. It alerts the leader to information that will make a difference in leadership. b. It helps in acclimatizing to the company and accepting its vision and values. c. It helps leaders overcome emotional problems hindering their leadership effectiveness. d. It helps a person improve in an area that is preventing him or her from becoming a leader.

ANSWER: d RATIONALE: Coaching is perhaps the most direct approach to leadership development because the person might be able to improve in an area that is preventing him or her from becoming a leader, or blocking further progress as a leader. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Leadership Development Programs Bloom's: Comprehension Digital Story: Connect

34. Which of the following is a major aim of socializing programs? a. It helps employees understand and accept the company's vision and values. b. It gives participants the opportunity to work on a problem that simulates a real organization. c. It alerts the leader to information that will make a difference in leadership. d. It enables improvement in an area that is blocking one's progress as a leader.

ANSWER: a RATIONALE: From the company standpoint, an essential type of leadership development program emphasizes becoming socialized—becoming acclimated to the company and accepting its vision and values. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 35. A directly practical approach to leadership development, where leaders and potential leaders work together in groups to solve organizational problems outside their usual sphere of influence is called a(n) . a. feedback-intensive program b. evaluation program c. socialization program d. action learning program ANSWER: d RATIONALE: Action learning programs are a directly practical approach to leadership development where leaders and potential leaders work together in groups to solve organizational problems outside their usual sphere of influence. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 36. Executive coaching is beneficial because

.

a. management is really a team sport b. most managers have severe emotional problems c. most coaches are former CEOs d. managers receive advice and encouragement about leadership skills ANSWER: d RATIONALE: Executive coaching is clearly a form of leadership development because the managers coached receive advice and encouragement in relation to their leadership skills. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 37. The purpose of psychotherapy in leadership development is to . a. decrease sources of stress that reduce productivity b. help managers become more charismatic c. overcome emotional problems d. help company leaders be more ethical ANSWER: c RATIONALE: In general, leaders who score low on the personality dimension of emotional stability might become more effective in their interpersonal relationships with the benefit of psychotherapy.

See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 38. Succession planning is vital to the long-term health of an organization and therefore an important responsibility of . a. lower-level employees b. the logistics team c. future employees d. senior leadership ANSWER: d

RATIONALE:

Succession planning is vital to the long-term health of an organization and therefore an important responsibility of senior leadership. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage

39. When the successor is an outsider, boards consistently use to locate one or several candidates. a. campus recruitment b. their social circle c. recruitment d. executive search firms ANSWER: d RATIONALE: When the successor is an outsider, boards consistently use executive search firms (also known as headhunters) to locate one or several candidates. Even when the board has an outside candidate in mind, a search firm might be hired to act as an intermediary. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 40. leaders typically are emotionally involved in their firms and find it difficult to look on while somebody else operates the firm. a. Authoritarian b. Entrepreneurial c. Laissez-faire d. Transactional ANSWER: b RATIONALE: Entrepreneurial leaders are typically emotionally involved in the firms they have founded and find it difficult to look on while somebody else operates the firm. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Easy

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 41. Cindy is hired to replace a well-liked leader. As a result, Cindy is likely to . a. be well accepted immediately b. experience lower turnover in the group c. have some difficulty exerting authority d. experience higher productivity ANSWER: c RATIONALE: When a departing leader is well liked by the group or team, it will be more difficult for the new leader to exert their authority or to be accepted. Another problem is that when the previous leader was well liked, turnover in the group will be higher and productivity might be lower. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 42. Developing a pool of leadership successors combines evaluating potential with giving high-potential candidates the . a. compensation they need to feel like executives b. right type of developmental experiences c. right type of opportunities for failure d. right amount of stock options they need to stay motivated ANSWER: b RATIONALE: Developing a pool of candidates combines evaluating potential with giving high-potential individuals the right type of developmental experiences. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles

TOPICS: KEYWORDS: NOTES:

Leadership Succession Bloom's: Comprehension Digital Story: Connect

43. Which of the following is a major disadvantage of having an outsider hired for a leadership position? a. The outsider does not understand the industry or how to bring about change in the company. b. The outsider does not clearly see the need for a radical change. c. The outsider may have several political ties that prevent them from making personal shifts. d. The outsider is more likely to fire their successor from within the company.

ANSWER: a RATIONALE: A major problem is that the outsider often does not understand how to bring about change within the company. Outsiders may recognize the need for a new approach but may be limited because they do not understand the company culture or the industry. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 44. One of the major challenges faced by a new leader is . a. trying to break through informal groups at the workplace b. deciding how to get rid of the people who are potential threats c. deciding how much time to spend leading versus doing individual tasks d. preparing to accomplish more than required everyday ANSWER: c RATIONALE: One of the major challenges faced by a new leader is the uncertainty about how much time to spend leading versus doing individual tasks. See "Challenges of Being a New Leader."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Challenges of Being a New Leader KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 45. The main reason companies evaluate their leadership development programs is to a. identify universal training needs

.

b. see if they are cost effective c. assign people to programs based on preference d. grade people based on their performance ANSWER: b RATIONALE: Many companies evaluate their leadership development programs to see if they are cost effective. In a large company, for example, a comparison would be made of the ratings from superiors and subordinates for those leaders who participated in the program versus those who did not. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Analytic Technology - BUSPROG: Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Knowledge NOTES: Digital Story: Engage 46. An important contribution of double-loop learning is that it . a. disallows leaders to make any mistakes b. enables the leader to learn and profit from setbacks c. enables leaders to seek minimum feedback d. ignores critical events and experiences that more often reflect failure ANSWER: b RATIONALE: An important contribution of double-loop learning is that it enables the leader to learn and profit from setbacks. Interpreting the reason that a setback occurred may help the leader to do better the next time. See "Development Through Self-Awareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUSPROG: - Analytic STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 47. Which of the following is a challenge of being a new leader? a. Developing a pool of successors b. Flourishing in the socialization programs conducted by the organization c. Overcoming the need to be liked by everybody d. Achieving a formal education that compliments the current role ANSWER: c RATIONALE: One of the challenges of being a new leader is overcoming the need to be liked by everybody.

The most admired leaders at every level are rarely liked by everybody. By the nature of their roles, leaders make decisions that not everybody agrees with. See "Challenges of Being a New Leader."

POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Challenges of Being a New Leader KEYWORDS: Bloom's: Comprehension NOTES: Digital Story: Connect 48. Mary, a line manager, is interested in pursuing self-help to develop leadership capabilities and interpersonal skills.

Which of the following is a form of self-help that Mary could pursue? a. Modeling the behavior of one of the effective leader's in her organization b. Asking for constant feedback from her colleagues c. Enrolling in an executive coaching program d. Increasing her qualification through short-term courses ANSWER: a RATIONALE: Self-help takes many forms, including working on one’s own to improve communication skills, to develop charisma, and to model the behavior of effective leaders. As the self becomes developed, the leader is able to engage in more effective interactions with people.

See "Development Through Self-Awareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 49. George is the team leader for a group of six people. He has a habit of making impulsive decisions without consulting all his team members, and he tries to ignore any feedback or clues that might point against his actions. George is extremely defensive. George is a(n) learner. a. double-loop b. episodic c. single-loop d. rote ANSWER: c RATIONALE: Single-loop learning occurs when learners seek minimum feedback that might substantially confront their basic ideas or actions. Single-loop learners engage in defensive thinking and tend not to act on the clues they receive. See "Development Through Self-Awareness and

Self-Discipline."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 50. Lynn is a charismatic woman who displays the characteristics of a leader. She believes in including all her team members in the decision-making process. She introspects and questions her own actions to evaluate the efficacy of her approaches. In relation to self-awareness, which type of learning does Lynn follow? a. Episodic learning b. Double-loop learning c. Single-loop learning d. Rote learning ANSWER: b RATIONALE: Double-loop learning is an in-depth type of learning that occurs when people use feedback to confront the validity of the goal or the values implicit in the situation. To achieve doubleloop learning, one must minimize defensive thinking. See "Development Through SelfAwareness and Self-Discipline."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 51. Wyatt has an MBA degree from a reputed university in the U.K. He has been working with Linocco Inc. for over two years, and he expects to be promoted as branch manager shortly. Sunny took a diploma course in management after he finished high school. He was never really interested in increasing his qualifications, but he has also been working at Linocco Inc. for over five years. Sunny expects to become the branch manager as well. However, the organization decides to promote Wyatt and not Sunny. Which of the following could be a reason for Wyatt being promoted and not Sunny? a. There is a direct relationship between educational institutions and the length of work experience. b. There is a negative relationship between the amount of formal education and the level of leadership position attained. c. There is an inverse relationship between education and number of previous employers. d. There is a positive relationship between the amount of formal education and the level of leadership position attained.

ANSWER: d

RATIONALE:

Formal education is positively correlated with achieving managerial and leadership positions.

Furthermore, there is a positive relationship between the amount of formal education and the level of leadership position attained. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform

52. Susan is the proud owner of an apparel boutique. She has a few branches and has decided to focus on one particular branch where the business does not seem to be doing well. The branch has been incurring losses and has affected the overall business strategy planned by Susan. However, Susan has decided to take on the challenge and rebuild her brand name. Because Susan has never dealt with such a challenge, she could be said to be . a. stepping outside of her comfort zone b. setting herself up for failure c. missing an opportunity for development d. not letting her business strategy pan out ANSWER: a RATIONALE: The best experiences for leadership development are those that realistically challenge the manager, including dealing with stressful problems. A recommended approach to developing as a leader is to step outside your comfort zone and gain novel experiences. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 53. Alice works with Lee. She spends two days every month observing Lee's work activities, attending important meetings with him, and discussing tactics. Lee conducts debriefing sessions with Alice where they discuss what she has learned and why it is necessary to use certain tactics at certain times. In this case, Lee is mentoring Alice using the approach known as . a. sowing b. blended mentoring c. shadowing d. reverse mentoring

ANSWER: RATIONALE:

c One approach to mentoring is shadowing, or directly observing the work activities of the mentor by following the person around for a stated period, such as one day per month. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform

54. Ali works in Chicago and is looking out for a mentor in his field of electrical and electronic engineering. He finds his mentor in Sweden. His mentor is very experienced in the same field and is willing to coach Ali in relation to his job and research studies. However, Ali and his mentor have no previous connections. They are linked together using profiling software. Which coaching method is most likely being used in this scenario? a. Behavioral role modeling b. Shadowing c. Action learning program d. Online mentoring ANSWER: d RATIONALE: Online, or virtual, mentoring is popular because sending e-mail messages and social media posts helps overcome barriers created by geography, limited time, and voicemail. See "Development Through Education, Experience, and Mentoring."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 55. Which of the following is an example of an action learning program for leadership development? a. Barry, a production manager, has been assigned a project from the corporate social responsibility division of his company. b. Swayne, a project lead, has been asked to take his team out for an on-site program. c. Mary Ann is new to her organization and is observing the daily work activities of all her seniors to get acquainted with their roles. d. Sharon has been working at her organization for two years and has decided to pursue higher education.

ANSWER: a RATIONALE: A directly practical approach to leadership development is for leaders and potential leaders to

work together in groups to solve organizational problems outside their usual sphere of influence. A variation on action learning for leadership development is to assign managers to socially responsible projects that are not part of company operations. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 56. An organization is in the process of assessing a group of potential leaders based on their personality traits. A few of the group members did not fare well in the test. They displayed symptoms of emotional instability while role playing and when they were made to participate in simulations. Some of the behaviors exhibited included belittling other employees, swearing, and unduly pressuring subordinates. In order to help these employees display more appropriate behavior and deal better with emotional instability, the organization could use . a. psychotherapy b. action learning programs c. conceptual knowledge programs d. reverse mentoring ANSWER: a RATIONALE: In general, leaders who score low on the personality dimension of emotional stability might become more effective in their interpersonal relationships with the benefit of psychotherapy.

Some of the bizarre behavior exhibited by executives, such as swearing at and belittling subordinates, sexually harassing subordinates, and arbitrarily firing workers, are symptoms of emotional instability. See "Leadership Development Programs."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Development Programs KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 57. The board of directors at Veerz Inc. is looking to hire a new CEO. They have decided that their new CEO should be someone from outside the organization with ample experience in the industry and leadership capabilities. The board has decided to follow the general procedure for selection. Potential candidates will be thoroughly screened, background checks will be performed, and previous employers or business partners will be contacted to ensure one's candidature.

However, the organization must conduct this process in a formal manner and use intermediaries to do the job for them. In this case, which method is the board likely to use? a. They would display an attractive advertisement in the top business magazines.

b. The board members would individually select people from their personal contact list. c. They would hire an executive search firm to locate the desired candidate. d. They would conduct an organization sponsored social event to try and lure top management from other firms.

ANSWER: c RATIONALE: A major responsibility of the board of directors is to select a successor to the chief executive, typically a CEO. The general approach is to follow standard principles of human resource selection, such as thoroughly screening candidates, including speaking to several people who have worked with the individual. Conducting a background investigation to uncover any possible scandalous or illegal behavior is also important. When the successor is an outsider, boards consistently use executive search firms (also known as headhunters) to locate one or several candidates. Even when the board has an outside candidate in mind, a search firm might be hired to act as an intermediary. See "Leadership Succession."

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUS PROG: Reflective Thinking STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Application NOTES: Digital Story: Perform 58. Ingrid is seen as a potential senior line manager in her organization. She is currently being trained by her superiors, and she's partaking in several developmental programs to upgrade her skills. However, during the developmental program activities, it has been noticed that Ingrid has particular weaknesses: she seems negligent about how her subordinates might perceive her, and if her daily activities prove to be excessively taxing, she often neglects aspects of her personal development. In this case, what must Ingrid do in order to augment leadership self-development?

ANSWER: The two major components of leadership self-development are self-awareness and selfdiscipline. In order to augment leadership self-development, Ingrid must effectively process feedback that she receives about herself to improve work efficiency. She must be aware of her subordinates' needs and consider how they perceive her. These qualities come through self-awareness, which is an important mechanism underlying self-development.

Self-discipline is another necessary component because the pressures of everyday activities often divert a person’s attention from personal development. Ingrid must consciously monitor her behavior, mobilize her efforts and energy, and try to systematically incorporate new learning into her daily activities. This will help her with personal development and with all aspects of leadership development as well.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 15.1 - Detail how leaders develop through self-awareness and self-discipline.

15.2 - Elaborate how leaders develop through education, experience, and mentoring.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Self-Awareness and Self-Discipline; Development Through

KEYWORDS: NOTES:

Education, Experience, and Mentoring Bloom's: Evaluate Digital Story: Lead

59. Derek is Paul's reporting manager. Paul is efficient at his work. Since Derek will be transferring to another department soon, the management has decided that Paul will become the next manager. Although Paul has been a good employee, he has never had the chance to develop leadership qualities. Therefore, Derek has been instructed to train Paul and help him develop effective managerial skills. What are the best avenues that Derek could use to train Paul given that they already know each other, and that Derek will be transferred in two months?

ANSWER: One method that Derek can use to train Paul would be mentoring. In this way, Derek will be able to hone Paul's abilities through tutoring, coaching, guidance, and emotional support. One approach to mentoring is shadowing. In this process, Paul would directly observe Derek's work activities by following him around for a stipulated time period. This on-the-job exposure could help Paul deal with his daily tasks as a manager.

Another good method would be to conduct skill-based programs for Paul. One such program is behavioral role modeling, where Paul would have to observe a particular behavior displayed by Derek, role-play that behavior, and gather feedback. This program is essentially based on social learning theory.

Another skill-based program is simulation. Using simulations, Derek could provide Paul with a fictitious problem that simulates an actual problem within the organization. Paul will have to play the role of an efficient manager and approach the problem as he would in the real situation. Derek will then provide Paul with feedback regarding his performance during the debriefing session.

Action learning programs could also be very useful in this situation. In such a program, Derek and Paul could work together to solve an existing organizational problem that is outside their usual sphere of influence. It could also be in relation to issues regarding corporate social responsibility. In this approach, Paul will learn the importance of developing decision-making skills within and outside the realm of his job description.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 15.2 - Elaborate how leaders develop through education, experience, and mentoring.

15.3 - Enumerate the nature of leadership development programs.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Development Through Education, Experience, and Mentoring, Leadership Development Programs KEYWORDS: Bloom's: Evaluate NOTES: Digital Story: Lead 60. Samson has been the CEO of his company for the past six years. His tenure has almost come to an end, and he will be retiring in a few years. Currently, his major concern is to identify a budding leader who can take up his role after him.

Samson has already identified Max as his potential successor. However, succession management goes far beyond succession planning. If Max is to be the next CEO, what steps should Samson take pertaining to succession management?

ANSWER: Samson should have begun the process of identifying his potential successor years before his retirement, so that there would be ample time to groom the new leader. He would have

identified the necessary executive competencies based on the firm’s future business needs, values, and strategies. Being a high-performing employee, Max would have been identified

by Samson, who would have been assessing Max's strengths and developmental needs. Based on Max's performance, Samson would have retained him in the high-potential pool.

Following that, Samson would have established a tailored developmental program to suit Max's needs. This program would have ideally included leadership development programs, job rotation, special assignments, and mentoring. Along with such programs, Max would have been assigned additional job roles and responsibilities to develop new on-the-job skills.

He may also have been awarded a promotion or a place with access to the board members.

This would help Max develop a sense of what matters to directors, and the directors would get to see, firsthand, the talent in the pipeline.

During these grooming years, Samson would have strictly monitored Max's programs and activities and ensured that he received all the support from the top management. Samson would have primarily followed these steps in relation to succession management.

POINTS: 1 DIFFICULTY: Challenging QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: 15.4 - Describe the nature of leadership succession.

NATIONAL STANDARDS: United States - BUSPROG: Diversity STATE STANDARDS: United States - OH - DISC: Leadership Principles TOPICS: Leadership Succession KEYWORDS: Bloom's: Evaluate NOTES: Digital Story: Lead