组织行为学 练习12章

Chapter 12 Basic Approaches to Leadership

MULTIPLE CHOICE

What Is Leadership?

1. John Kotter’s view argues that management focuses on coping with complexity, whereas

leadership focuses on coping with _____.

a. conflict

b. success

c. defeat

d. morale

e. change

(e; Moderate; Management and Leadership; p. 385)

2. Which of the following roles focuses on bringing about order and consistency by drawing up

formal plans?

a. leadership

b. management

c. task structure

d. initiating structure

e. none of the above

(b; Easy; Management; p. 385)

3. Leadership is best defined as _____.

a. the ability to influence a group in goal achievement

b. keeping order and consistency in the midst of change

c. implementing the vision and strategy provided by management

d. coordinating and staffing the organization and handling day-to-day problems

e. not a relevant variable in modern organizations

(a; Moderate; Leadership; p. 385)

4. Which of the following statements regarding leadership is true?

a. All leaders are managers.

b. Formal rights enable managers to lead effectively.

c. All managers are leaders.

d. All leaders are hierarchically superior to followers.

e. Nonsanctioned leadership is as important as or more important than formal influence.

(e; Challenging; Leadership; p. 386) {AACSB: Analytic Skills}

Trait Theories

5. Which theory differentiates leaders from nonleaders by focusing on personal qualities and

characteristics?

a. Fiedler’s perspective

b. characteristic theory

c. LPC

d. contingency theory

e. trait theory

(e; Easy; Trait Theories; p. 386)

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6. According to a comprehensive review of the leadership literature, what is the most important trait

of effective leaders?

a. conscientiousness

b. openness

c. extraversion

d. agreeableness

e. emotional stability

(c; Easy; Big Five and Trait Theories; p. 386)

7. Recent studies indicate that ________ may indicate effective leadership.

a. an endless supply of terrific ideas

b. a compelling vision

c. a highly analytical mind

d. outstanding training

e. emotional intelligence

(e; Easy; Emotional Intelligence and Trait Theories; p. 387)

8. Emotional intelligence is so critical to effective leadership because one of its core components is

________.

a. conscientiousness

b. empathy

c. openness

d. extraversion

e. agreeableness

(b; Easy; Trait Theories; p. 387)

9. There is fairly strong evidence that traits can predict _____ more accurately than leadership

effectiveness.

a. leadership emergence

b. extraversion in leaders

c. leadership awareness

d. leadership competence

e. the conscientiousness of leaders

(a; Moderate; Trait Theories; p. 388)

Behavioral Theories

10. Trait research suggests that we focus on _____, whereas behavioral studies imply that we can

effectively _____.

a. teaching people certain traits; teach people certain behaviors

b. selecting the right person for a job; train leaders

c. changing jobs to suit people; change people to suit jobs

d. training new employees; dispense with training

e. identifying certain traits in leaders; ignore leaders’ traits

(b; Moderate; Trait Theories versus Behavioral Theories; p. 389) {AACSB: Analytic Skills}

11. If trait theories of leadership are valid, then leaders are _____.

a. trained

b. born

c. authoritarian

d. educated

e. grown

(b; Moderate; Trait Theories; p. 389)

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12. If behavioral leadership theories are correct, then _____.

a. leadership behaviors are consistent

b. leaders are born with leadership behaviors

c. leaders’ behavior should be altered

d. leadership can be taught

e. women generally make better leaders than men

(d; Moderate; Behavioral Theories; p. 389)

13. Which of the following is not a behavioral theory of leadership?

a. Ohio State studies

b. Fiedler model

c. University of Michigan studies

d. managerial grid

e. All of the above are behavior theories of leadership.

(b; Moderate; Behavioral Theories; pp. 389-390) {AACSB: Analytic Skills}

14. The two dimensions of leadership behavior explained in the Ohio State studies are _____.

a. coercion and motivation

b. concern for people and concern for production

c. employee-oriented and production-oriented

d. initiating structure and consideration

e. operant conditioning and classical conditioning

(d; Moderate; Ohio State Studies; p. 389) {AACSB: Analytic Skills}

15. According to the Ohio State studies, the e xtent to which a leader’s behavior is directed toward

getting the job done is called _____.

a. consideration

b. maximization

c. relationship-oriented

d. path-goal

e. initiating structure

(e; Moderate; Initiating Structure; p. 389)

16. A leader high in initiating structure would do which of the following?

a. seek consensus

b. exhibit laissez-faire type of leadership

c. maximize leader-member relations

d. assign group members to particular tasks

e. empower employees to make their own decisions

(d; Moderate; Initiating Structure; p. 389) {AACSB: Analytic Skills}

17. According to the Ohio State studies, the extent to which a leader is likely to have job relationships

characterized by mutual trust and respect for his/her employees is _____.

a. consideration

b. matrix

c. consensus-building

d. LPC

e. maximization

(a; Moderate; Consideration; p. 389)

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18. The two dimensions of leadership behavior identified in the University of Michigan studies are

_____.

a. coercion and motivation

b. emotional and rational

c. employee-oriented and production-oriented

d. initiating structure and consideration

e. initiation and completion

(c; Moderate; University of Michigan Studies; p. 390) {AACSB: Analytic Skills}

19. The University of Michigan studies define a(n) _____ leader as one who takes personal interest in

the needs of his/her subordinates.

a. LMX

b. contextual

c. employee-oriented

d. consensus-building

e. consummate

(c; Moderate; Employee-Oriented Leaders; p. 390)

20. If a leader’s main concern is accomplishing his/her group’s tasks, the University of Michigan

studies label this leader _____.

a. consideration-oriented

b. managerial

c. ineffective

d. high achieving

e. production-oriented

(e; Moderate; Production-Oriented Leaders; p. 390)

21. According to University of Michigan researchers, which type of leaders is associated with higher

group productivity and higher job satisfaction?

a. situational

b. employee-oriented

c. production-oriented

d. initiating structure-oriented

e. heliocentric

(b; Moderate; Employee-Oriented Leaders; p. 390)

22. The graphic portrayal of a two-dimensional view of leadership style by Blake and Mouton is known

as the _____.

a. least preferred co-worker scale

b. leader-participation model

c. autocratic-democratic continuum

d. managerial grid

e. matrix of discretion

(d; Easy; Managerial Grid; p. 390)

23. According to the Managerial Grid, managers perform best using which of the following styles?

a. 9,9

b. consideration

c. contingency

d. development-oriented

e. rigid

(a; Moderate; Managerial Grid; p. 390)

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24. According to Blake and Mouton, a leader with a 9,1 style can best be described as a(n) ____ type

of leader.

a. visionary

b. laissez-faire

c. authority

d. effusive

e. contrasting

(c; Moderate; Managerial Grid; p. 390)

Contingency Theories: Fiedler Model and Situational Leadership Theory

25. All contingency theories are based on the idea that effective leadership performance depends on

_____.

a. the proper match between the le ader’s style and the control the situation gives the leader

b. selecting the right leadership style based on the level of the followers’ readiness

c. using a leadership style that is appropriate to the situational conditions

d. making use of the best path for the goal that is identified

e. none of the above

(c; Challenging; Contingency Models; p. 392) {AACSB: Analytic Skills}

26. Who proposed a contingency theory?

a. Fiedler

b. Surber

c. Grey

d. Deickman

e. Swartz

(a; Easy; Fiedler Contingency Model; p. 392)

27. The first comprehensive contingency model for leadership was developed by _____.

a. Hersey and Blanchard

b. Blake and Mouton

c. Fred Fiedler

d. John Kotter

e. Douglas Surber

(c; Moderate; Fiedler Contingency Model; p. 392)

28. Which model represents the theory that effective group performance depends on the proper

match between a leader’s style and the degree to which the situation gives control to the leader?

a. Leader-Member Exchange Model

b. Fiedler’s Contingency Model

c. Hersey and Blanchard’s Situational Leadership Model

d. Vroom and Yetton’s Leader-Participation Model

e. none of the above

(b; Moderate; Fiedler Contingency Model; p. 392)

29. Who developed the LPC (least preferred co-worker) questionnaire?

a. Wachner

b. Fiedler

c. House

d. Blake and Mouton

e. Surber

(b; Moderate; Least Preferred Coworker; p. 392)

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30. In Fiedler’s model, if a respondent describes his or her least preferred co-worker in relatively

positive terms, then the respondent is considered to be _____.

a. relationship-oriented

b. people-oriented

c. consensus-building

d. consideration-focused

e. unrealistic

(a; Challenging; Least Preferred Coworker; p. 392) {AACSB: Analytic Skills}

31. If a survey respondent sees his or her least preferred co-worker in unfavorable terms, Fiedler

would categorize the respondent as _____.

a. overly critical

b. task-oriented

c. emotionally deficient

d. insightful

e. laissez-faire

(b; Moderate; Least Preferred Coworker; p. 392) {AACSB: Analytic Skills}

32. Fiedler’s contingency model assumes that an individual’s leadership style is _____.

a. changeable

b. contingent

c. situational

d. fixed

e. intangible

(d; Moderate; Fiedler Contingency Model; p. 392)

33. Three situational criteria identified in the Fiedler model are _____.

a. job requirements, position power, and leadership ability

b. charisma, influence, and leader-member relations

c. leader-member relations, task structure, and position power

d. task structure, leadership ability, and group conflict

e. emotional intelligence, group orientation, and employee status

(c; Moderate; Fiedler’s Key Situational Factors; p. 393) {AACSB: Analytic Skills}

34. Fiedler labels the degree of confidence, trust, and respect that subordinates have in their leader

as _____.

a. leader-member relations

b. relationship orientation

c. positional power

d. employee-orientation

e. none of the above

(a; Easy; Leader-Member Relations; p. 393)

35. The degree to which job assignments are procedurized is classified in the Fiedler model as _____.

a. leader-member relations

b. task orientation

c. task structure

d. initiating structure

e. productivity oriented

(c; Moderate; Task Structures; p. 393)

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36. Fiedler’s theory predicts that an individual who is considered task oriented w ill be most effective

when the situation is _____.

a. moderately to highly favorable

b. moderately favorable

c. moderately to highly unfavorable

d. very favorable or very unfavorable

e. highly favorable

(d; Challenging; Matching Leaders and Situations; pp. 393-394) {AACSB: Analytic Skills}

37. Based on the contingency theory, if the leadership style does not match the situation, you should

_____.

a. change the leader to fit the situation

b. change the situation to fit the leader

c. accept this circumstance as unchangeable

d. either a or b

e. retrain the leader in a more appropriate style

(d; Moderate; Matching Leaders and Situations; p. 394) {AACSB: Analytic Skills}

38. The reconceptualization of the contingency model by Garcia and Fiedler is called _____ theory.

a. situational

b. cognitive resource

c. evaluative

d. leadership recognition

e. cognitive dissonance

(b; Moderate; Cognitive Resource Theory; p. 395)

39. Cognitive resource theory focuses on the role of ____ as a form of situational unfavorableness

and how a leader’s intelligence and experience influence his or her reaction.

a. stress

b. task structure

c. position power

d. conflict

e. resolution

(a; Moderate; Cognitive Resource Theory; p. 395)

40. All of the following are findings of the cognitive resource theory except _____.

a. low stress situations show a positive relationship between intellectual abilities and performance

b. low stress situations show a positive relationship between job experience and performance

c. high stress situations show a negative relationship between intellectual abilities and

performance

d. high stress situations show a positive relationship between job experience and performance

e. None of the above are findings of the theory.

(b; Moderate; Cognitive Resource Theory; p. 395) {AACSB: Analytic Skills}

41. Hersey and Blanchard developed which of the following?

a. situational leadership theory

b. cognitive resource theory

c. managerial grid model

d. path-goal theory

e. cognitive orientation model

(a; Moderate; Situational Leadership Theory; p. 395)

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42. Hersey and Blanchard’s leadership theory differs from other leadership theories primarily because

it _____.

a. explores the role of the expectations of the leader for the follower

b. focuses on the followers

c. holds that leadership style should be dependent on the situation

d. is normative

e. deals strictly and exclusively with contingencies

(b; Challenging; Situational Leadership Theory; p. 395) {AACSB: Analytic Skills}

43. According to Hersey and Blanchard, readiness encompasses the _____.

a. degree of confidence, trust, and respect members have in their leader

b. amount of influence a leader has over variables such as hiring, firing, and salaries

c. level of morale and satisfaction of the employees

d. ability and willingness of the followers to accomplish a task

e. all of the above

(d; Moderate; Readiness; p. 396) {AACSB: Analytic Skills}

44. Hersey and Blanchard say that the laissez-faire leadership style should be used when employees

are ____ to accomplish a task.

a. unable and willing

b. able and unwilling

c. unable and unwilling

d. able and willing

e. none of the above

(d; Moderate; Situational Leadership Theory; p. 396) {AACSB: Analytic Skills}

45. What theory was developed by Robert House?

a. cognitive resource model

b. decision theory

c. leader-member exchange theory

d. path-goal theory

e. situational leadership theory

(d; Moderate; Path-Goal Theory; p. 396)

46. The leadership model that integrates the expectancy theory of motivation with the Ohio State

leadership research is _____.

a. path-goal

b. contingency

c. leader-participation

d. leader-member exchange

e. cognitive arousal

(a; Challenging; Path-Goal Theory; p. 396)

47. What is the essence of the path-goal theory?

a. Successful leadership is achieved by selecting the right leadership style.

b. Stress is a form of situational unfavorableness and a leader’s reaction to it depends on his or

her intelligence and experience.

c. Effective group performance depends on the proper match between the leader’s style and the

degree to which the situation gives control to the leader.

d. Leaders establish a special relationship with a small group of their followers because of time

pressures.

e. The leader is responsible for providing followers with the information, support, or other

resources necessary for them to do their jobs.

(e; Moderate; Path-Goal Theory; p. 397) {AACSB: Analytic Skills}

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48. The leadership behaviors identified by the path-goal theory are _____.

a. supportive, employee-oriented, laissez-faire, and participative

b. achievement-oriented, supportive, humanistic, and directive

c. participative, achievement-oriented, directive, and supportive

d. directive, participative, supportive, and laissez-faire

e. affective, cognitive, and behavioral

(c; Challenging; Path-Goal Theory; p. 397) {AACSB: Analytic Skills}

49. Which path-goal leadership style leads to greater satisfaction when tasks are ambiguous or

stressful?

a. directive

b. supportive

c. participative

d. mixed

e. reactive

(a; Moderate; Path-Goal Theory; p. 397) {AACSB: Analytic Skills}

50. According to House, what leader is friendly and shows concern for the needs of followers?

a. the achievement-oriented leader

b. the directive leader

c. the laissez-faire leader

d. the participative leader

e. the supportive leader

(e; Easy; Path-Goal Theory; p. 397)

51. Which of the following is not an example of a prediction based on path-goal theory?

a. Subordinates with an internal locus of control will be more satisfied with a directive style.

b. Directive leadership leads to greater satisfaction when tasks are ambiguous or stressful.

c. Supportive leadership results in high employee performance when performing structured tasks.

d. Directive leadership is likely to be perceived as redundant by employees with a lot of

experience.

e. All of the above are examples of predictions based on path-goal theory.

(a; Challenging; Path-Goal Theory Predictions; p. 398) {AACSB: Analytic Skills}

Leader-Member Exchange (LMX) Theory

52. Which of the following theories argues that because of time pressures, leaders establish a special

relationship with a small group of their subordinates?

a. managerial grid

b. leader-member exchange

c. path-goal

d. expectancy

e. contingency

(b; Easy; Leader-Member Exchange Theory; p. 398)

53. According to LMX theory, which of the following is not true of those individuals who fall into the

out-group?

a. They receive a disproportionate amount of the leader’s attention.

b. They have leader-follower relations based on formal authority interaction.

c. They are less truste

d.

d. They receive fewer of the preferred rewards that the leader controls.

e. All of the above statements are true.

(a; Easy; Leader-Member Exchange Theory; p. 399) {AACSB: Analytic Skills}

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54. According to LMX theory, a leader implicitly categorizes followers as “in” or “out” _____.

a. after careful analysis

b. on a temporary basis

c. early in the interaction

d. because of political pressure

e. based on job requirements

(c; Easy; Leader-Member Exchange Theory; p. 399)

Decision Theory; Vroom and Yetton’s Leader-Participation Model

55. The leader-participation model was developed by _____.

a. Hersey and Blanchard

b. Fred Fiedler

c. Blake and Mouton

d. Vroom and Yetton

e. Douglas and Surber

(d; Moderate; Leadership-Participation Model; p. 400)

56. Vroom and Yetton’s leadership theory c ould also be described as a _____ theory.

a. contingency

b. decision

c. behavioral

d. trait

e. cognitive dissonance

(b; Moderate; Leadership-Participation Model; p. 400)

57. Criticism of Vroom and Yetton’s leader-participation model focus on ________.

a. the model’s overall complexity

b. the lack of research testing of the model

c. the abstract nature of the model

d. the model’s emphasis on follower commitment

e. the model’s emphasis on time restrictions related to decision-making

(a; Challenging; Criticism of Leadership-Participation Model; p. 400)

TRUE/FALSE

What Is Leadership?

58. Leadership and management are two terms that are often confused.

(True; Easy; Management and Leadership; p. 385)

59. According to Kotter, management focuses on coping with change; leadership focuses on coping

with complexity.

(False; Moderate; Management and Leadership; p. 385)

60. Leadership can be defined as the ability to influence a group towards the achievement of

cohesiveness.

(False; Moderate; Leadership; p. 385)

61. Holding a management position is an important step towards becoming a leader in an

organization.

(False; Moderate; Management and Leadership; p. 385)

62. Strong leadership is the primary element needed for optimum organizational effectiveness.

250

(False; Moderate; Leadership; p. 385)

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Trait Theories

63. By the 1990s, numerous studies indicated that leaders differed from nonleaders only in ambition

and self-confidence.

(False; Challenging; Leadership; p. 386)

64. Research efforts at isolating leadership traits achieved a breakthrough, of sorts, when researchers

began organizing traits around the Big Five personality framework.

(True; Moderate; Big Five and Trait Theories; p. 386)

65. The Big Five personality framework revealed that traits are most useful as predictors of leadership

emergence.

(True; Moderate; Big Five and Trait Theories; p. 386)

Behavioral Theories

66. Trait research would provide a basis for selecting the “right” persons to assume formal positions

requiring leadership.

(True; Easy; Trait Theories; p. 389)

67. One assumption of the trait view of leadership is that leaders cannot be trained.

(True; Moderate; Trait Theories; p. 389)

68. If behavioral theories of leadership are valid, selection of leaders should focus on length of

experience an individual has obtained in the right situations.

(False; Easy; Behavioral Theories; p. 389)

69. If behavioral theories of leadership are valid, we could have an infinite supply of effective leaders. (True; Challenging; Behavioral Theories; p. 389)

70. The most comprehensive and replicated of the behavioral theories resulted from research begun

by Fred Fiedler.

(False; Moderate; Ohio State Studies; p. 389)

71. The Ohio State Studies involved research on only two dimensions –initiating structure and

consideration.

(True; Moderate; Ohio State Studies; p. 389)

72. A leader designated as high on initiating structure would be likely to clearly define the roles of his

or her subordinates.

(True; Easy; Initiating Structure; p. 389)

73. According to the University of Michigan studies, production-oriented leadership is defined as the

extent to which a leader tends to emphasize the technical or task aspects of the job.

(False; Moderate; University of Michigan Studies; p. 390)

74. The University of Michigan studies found that production-oriented leaders were associated with

higher group productivity than employee-oriented leaders.

(False; Challenging; University of Michigan Studies; p. 390)

75. The managerial grid model of leadership uses a grid containing nine possible positions on each

axis, representing 81 different positions in which a leader’s style may fall.

(True; Moderate; Managerial Grid; p. 390)

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76. The managerial grid model holds that managers tend to perform best under a 9,9 management

style.

(True; Moderate; Managerial Grid; p. 390)

77. The managerial grid was developed by a team of researchers known as the Scandinavian Studies

group.

(False; Easy; Managerial Grid; p. 390)

78. The managerial grid helped promote the progress of leadership research by identifying the

productivity results produced by each of 81 different leadership styles.

(False; Challenging; Managerial Grid; p. 390)

Contingency Theories: Fiedler Model and Situational Leadership Theory

79. The Fiedler contingency model proposes that effective group performance depends upon the

proper match between a leader’s style and the degree to which a situation gives control to the leader.

(True; Moderate; Fiedler Contingency Model; p. 392)

80. Fiedler’s contingency model is considered to be the f irst comprehensive contingency model for

leadership.

(True; Moderate; Fiedler Contingency Model; p. 392)

81. Contingency models of leadership suggest that there is no one best style of leadership.

(True; Easy; Contingency Models; p. 392)

82. Fiedler beli eves that a key factor in leadership success is the follower’s preferences for co-worker

types.

(False; Easy; Fiedler Contingency Model; p. 392)

83. Fiedler’s findings focused on results obtained from his pioneering use of the most preferred co-

worker (MPC) questionnaire.

(False; Easy; Least Preferred Coworker; p. 392)

84. In Fiedler’s approach, if a respondent uses unfavorable terms to describe the co-worker in

question, the respondent can be said to be primarily task-oriented.

(True; Moderate; Least Preferred Coworker; p. 392)

85. Fiedler’s theory is based on the assumption that leaders can’t change their styles to fit changing

situations.

(True; Moderate; Fiedler Contingency Model; p. 392)

86. Fiedler’s theory suggests that training is an effective t ool to improve leader effectiveness. (False; Moderate; Fiedler Contingency Model; p. 392)

87. Fiedler’s three situational factors include: leader-member relations, task structure, and stress. (False; Moderate; Fiedler’s Key Situational Factors; p. 393)

88. According to Fiedler, task structure is the degree to which the job assignments are procedurized. (True; Moderate; Task Structures; p. 393)

89. According to Fiedler, leader-member relations concern the degree to which a leader takes a

personal interest in the needs of his or her employees and accepts individual differences among them.

253

(False; Challenging; Position Power; p. 393)

254

90. According to Fiedler’s contingency model, task-oriented leaders are most effective in situations of

high or low control.

(True; Moderate; Matching Leaders and Situations; pp. 393-394)

91. Fiedler assumes that we should concentrate on changing situations to suit the leaders or

changing the leaders to fit the situation.

(True; Moderate; Matching Leaders and Situations; p. 394)

92. Taken as a whole, tests of the overall validity of the Fiedler model tend to support substantial

parts of the model.

(True; Moderate; Fiedler Contingency Model; p. 394)

93. One criticism of the Fiedler model concerns the fact that the logic underl ying the model’s

questionnaire is not well understood.

(True; Moderate; Problems with Fiedler Contingency Model; p. 395)

94. Studies regarding the Fiedler model have shown that respondents’ questionnaire scores tend to

be relatively stable.

(False; Moderate; Problems with Fiedler Contingency Model; p. 395)

95. One advantage of the Fiedler model is that its contingency variables are simple and easy to

assess.

(False; Moderate; Problems with Fiedler Contingency Model; p. 395)

96. The essence of cognitive resource theory is that stress is the enemy of rationality.

(True; Moderate; Cognitive Resource Theory; p. 395)

97. Cognitive resource theory predicts that in low-stress situations, bright individuals perform better in

the leadership role than their less intelligent counterparts.

(True; Moderate; Cognitive Resource Theory; p. 395)

98. Cognitive resource theory predicts that in high-stress situations, more experienced individuals

perform better than do less experienced people.

(True; Moderate; Cognitive Resource Theory; p. 395)

99. Under the cognitive resource theory, experience is generally a strong predictor of leadership

effectiveness.

(False; Easy; Cognitive Resource Theory; p. 395)

100. Hersey and Blanchard argue that the correct leadership style is contingent on the level of the follower’s readiness.

(True; Easy; Situational Leadership Theory; p. 395)

101. Situational leadership theory essentially views the leader-follower relationship as analogous to that between a parent and child.

(True; Easy; Situational Leadership Theory; p. 396)

102. Situational leadership theory has been well validated by research but not well received by practitioners because there are so many factors to examine.

(False; Moderate; Situational Leadership Theory; p. 396)

103. SLT is an example of a trait theory.

(False; Easy; Situational Leadership Theory; pp. 395-396)

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104. The path-goal model of leadership integrates the expectancy model of motivation with key elements of the Ohio State Studies.

(True; Moderate; Path-Goal Theory; p. 396)

105. Path-goal theory assumes leaders are flexible and can display different leadership behavior depending on the situation.

(True; Moderate; Path-Goal Theory; p. 397)

106. A hypothesis that has evolved out of path-goal theory is that directive leadership leads to greater satisfaction when tasks are ambiguous or stressful.

(True; Moderate; Path-Goal Theory Predictions; p. 398)

Leader-Member Exchange (LMX) Theory

107. In the leader-member exchange theory, leaders don’t treat all of their s ubordinates alike. (True; Moderate; Leader-Member Exchange Theory; p. 397)

108. According to LMX theory, out-group members get more of the leader’s time, but in a negative manner.

(False; Moderate; Leader-Member Exchange Theory; p. 397)

109. In the leader-member exchange theory, leaders establish a special relationship with a small group of employees called the “supportive followers.”

(False; Moderate; Leader-Member Exchange Theory; p. 397)

110. Research testing of LMX theory has been generally supportive.

(True, Moderate, Evaluation of Leader-Member Exchange Theory; p. 398)

Decision Theory; Vroom and Yetton’s Leader-Participation Model

111. The leader-participation model provides a set of rules that leaders can use to determine the appropriate leadership behavior for a given task structure.

(True; Moderate; Leadership-Participation Model; p. 400)

112. The complexity of the leadership-participation model enables leaders to apply it realistically when they are assessing decision-making situations.

(False; Challenging; Criticism of Leadership-Participation Model; p. 400)

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SCENARIO-BASED QUESTIONS

Application of Trait Theories

Your company’s HR director is a believer in trait theories of leadership.He believes that he can differentiate leaders from non-leaders by focusing on personal qualities and characteristics. The HR director plans to promote Lawrence, a highly extroverted manager with a great deal of ambition and energy. Furthermore, the president of the company is preparing to retire, and the HR director is searching for her replacement. He asks for your expertise in helping him to apply trait theory to leadership selection within your company.

113. You explain that research efforts at isolating leadership traits have ________.

a. identified six leadership traits that predict leadership

b. been supportive of the Big Five leadership traits predicting leadership

c. shown that conscientiousness does not help much in predicting leadership

d. identified emotional stability as the most strongly related trait to leader emergence

e. been more focused on developing contingency theories and replacing trait theories

(b; Easy; Big Five and Trait Theories; p. 386) {AACSB: Analytic Skills}

114. When selecting individuals for leadership positions, trait theory suggests that which of the following is least helpful for identifying leaders?

a. extraversion

b. conscientiousness

c. openness to experience

d. agreeableness

e. ambition

(d; Moderate; Big Five and Trait Theories; p. 387) {AACSB: Analytic Skills}

115. You advise the director to prioritize which of the following when looking for appropriate candidates for the president’s replacement?

a. goal-orientation

b. analytical capacity

c. emotional intelligence

d. emotional stability

e. training

(c; Moderate; Emotional Intelligence and Trait Theories; p. 387) {AACSB: Analytic Skills}

116. The director believes that because of these innate characteristics, Lawrence will be highly effective at helping the company achieve its production goals. You advise the director against this decision because ________.

a. research has identified emotional stability as the strongest predictor of leadership

effectiveness

b. studies have found that the Big Five traits are difficult to identify in leaders

c. studies have shown that traits are poor predictors of leadership effectiveness

d. research has found that conscientiousness is a better predictor of effectiveness than

extraversion

e. research has shown that effective managers are often unlikely to become effective leaders (c; Moderate; Trait Theories; p. 388) {AACSB: Analytic Skills}

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Application of Trait and Behavioral Theories

You are the CEO of an engineering design firm that has several departments, each specializing in the design of different products. You have noticed a great deal of difference between the styles of the various department directors. You also see a big difference in the morale, employee satisfaction levels, and effectiveness (productivity) levels of the departments. One of your goals as CEO is to maximize productivity across all departments.

117. As you look at the difference between the department directors, you notice that some are more charismatic and enthusiastic than others. In identifying this difference, you are looking at the directors’ _____.

a. behaviors

b. traits

c. personalities

d. attitudes

e. all of the above

(b; Easy; Traits; p. 386) {AACSB: Analytic Skills}

118. Some of the departmental directors spend more time training and helping their employees, while other spend more time on the technical issues that arise in the development process. According to the categories used in the University of Michigan studies, the directors can be described as ________.

a. oriented toward initiating structure vs. oriented toward consideration

b. employee-oriented vs. production-oriented

c. training-oriented vs. development-oriented

d. assistance-oriented vs. growth-oriented

e. authority-type leaders vs. laissez faire-type leaders

(b; Moderate; University of Michigan Studies; p. 390) {AACSB: Analytic Skills}

119. Based on the results of the University of Michigan studies, which directors most likely have departments with higher productivity and job satisfaction?

a. the employee-oriented leaders

b. the production-oriented leaders

c. the consideration-oriented leaders

d. the development-oriented leaders

e. the task-oriented leaders

(a; Moderate; Employee-Oriented Leaders; p. 390) {AACSB: Analytic Skills}

120. Of all the departments, Gerard’s department has the greatest production output. His employees seem most satisfied with his leadership as well. You categorize the behavioral styles of each department director using the managerial grid. According to the work of Blake and Mouton, who developed the grid, which of the following is most likely to reflect Gerard’s score on t he grid?

a. 8,8

b. 5,5

c. 1,7

d. 7,1

e. 1,1

(a; Moderate; Managerial Grid; p. 390) {AACSB: Analytic Skills}

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121. It can be inferred that the poorest performing director is most likely to receive which of the following scores on the managerial grid?

a. 9,9

b. 1,9

c. 9,1

d. 5,5

e. 1,1

(e; Challenging; Managerial Grid; p. 390) {AACSB: Analytic Skills}

Application of Fiedler’s Contingency Theory

You have decided to use Fiedler’s LPC questionnaire to help your employees learn more about their leadership styles. Each of your employees has filled out and scored the instrument. It is your job to try to explain to them how to use the survey information.

122. According to Fiedler’s approach, your employees should assume which of the following about the leadership styles determined through using the survey?

a. Each person’s style is essentially fixed.

b. Each person can use the information to change his/her style to a more productive style.

c. Task-oriented leaders will not perform as well as relationship-oriented leaders in situations that

are very unfavorable.

d. Task-oriented leaders will perform better than relationship-oriented leaders in moderately

favorable situations.

e. Each person’s style will change in accordance with the situation at h and.

(a; Moderate; Fiedler Contingency Model; p. 392) {AACSB: Analytic Skills}

123. Fran completes the LPC questionnaire and finds that she described her least preferred co-worker in relatively positive terms. She is surprised by this finding because she recalls being particularly annoyed by this difficult co-worker. Based on your understanding of Fiedler’s model, you explain to Fran that her LPC score makes sense within the model because ________.

a. Fran tends to become very dominating when given ambiguous tasks

b. Fran is usually much more focused on productivity than on developing relationships

c. Fran tends in general to focus on building good relationships with the other employees at your

company

d. Fran has a spotty work history and has tended to switch jobs every couple of years

e. Fran is usually chosen for positions of high responsibility within your organization

(c; Challenging; Least Preferred Coworker; p. 392) {AACSB: Analytic Skills}

124. In utilizing Fiedler’s contingency model, which of the following contingency dimensions should your employees pay attention to?

a. leader-member relations

b. task structure

c. position power

d. All of the above are important dimensions in this model.

e. None of the above are important dimensions in this model.

(d; Moderate; Fiedler’s Key Situational Factors; p. 393) {AACSB: Analytic Skills}

125. The Fiedler model proposes ________.

a. changing the leader

b. changing the situation

c. matching leaders and situations

d. changing the employees

e. training the leader to match each situation

(c; Easy; Matching Leaders and Situations; p. 394) {AACSB: Analytic Skills}

259

Application of Various Theories

Your boss has been reading several books on leadership. You notice that every few months he is spouting a different approach and philosophy. You have been trying to keep up with him and figure out which “leadership theory of the month” he is studying.

126. Suddenly your boss begins sending people to training to help them develop more effective leadership styles. It is clear that he is reading an author who supports _____.

a. trait theories

b. behavioral theories

c. Fiedler’s contingency model

d. the reflection effect

e. none of the above

(b; Easy; Behavioral Theories; p. 389) {AACSB: Analytic Skills}

127. You have noticed that your boss is often asking you what types of peers you least like to work with.

You suspect that he is trying to covertly determine your leadership style according to _____.

a. Hersey and Blanchard

b. Vroom and Yetton

c. Fiedler

d. Sondak

e. none of the above

(c; Easy; Fiedler Contingency Model; p. 392) {AACSB: Analytic Skills}

128. This month your boss seems less concerned about his leaders than he is about the people who work for them and whether these employees are willing and able to perform particular tasks. Your boss is most likely reading _____.

a. Hersey and Blanchard

b. Vroom and Yetton

c. Fiedler

d. Christos

e. Fiedler and Garcia

(a; Easy, Situational Leadership Theory; p. 395) {AACSB: Analytic Skills}

129. Now your boss seems to be trying to analyze each leader according to which employees they interact with most and least, and which employees they rate highest and lowest. You suspect that he is reading about which of the following models?

a. SLT

b. LMX

c. LPC

d. PGT

e. SNFU

(b; Moderate; Leader-Member Exchange Theory; p. 398) {AACSB: Analytic Skills}

260