Test Bank For Leadership in Organizations, 9th Edition Gary A. Yukl William L. Gardner Download PDF Full Chapter
Test Bank For Leadership in Organizations, 9th Edition Gary A. Yukl William L. Gardner Download PDF Full Chapter
Test Bank For Leadership in Organizations, 9th Edition Gary A. Yukl William L. Gardner Download PDF Full Chapter
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Test Bank for Leadership in Organizations,
9th Edition Gary A. Yukl William L. Gardner
Full download chapter at: https://testbankbell.com/product/test-bank-for-
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2
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5) Leadership effectiveness is best assessed ________.
A) by evaluations from the leader's boss
B) by subordinate evaluations of the leader
C) by a variety of subjective and objective criteria
D) by objective indicators of group performance
Answer: C
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
7) What aspect of leadership has been emphasized most often in leadership theories and research
during the past half century?
A) leader traits and skills
B) leadership behavior
C) leader power and authority
D) the leadership situation
Answer: B
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Reflective thinking
Difficulty Level: Easy
3
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9) A theory that identifies the essential behaviors for any type of leader is best classified as
________.
A) descriptive and universal
B) prescriptive and universal
C) descriptive and situational
D) prescriptive and situational
Answer: B
Learning Objective: Understand which aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
10) A theory that emphasizes leader traits and skills as determinants of leadership behavior is
best categorized at what level?
A) individual
B) dyadic
C) group
D) organizational
Answer: A
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
11) A theory that explains the most effective pattern of leadership behavior in a specified
situation is best classified as ________.
A) descriptive
B) prescriptive
C) universal
D) comprehensive
Answer: B
Learning Objective: Understand which aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
12) A theory that describes how changes by top management in the structure and culture of an
organization affect the behavior of employees is best described as a ________ theory.
A) prescriptive
B) hierarchical
C) multi-level
D) complexity
Answer: C
Learning Objective: Understand which aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
4
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13) Most of the leadership theory and research has described ________ leadership.
A) direct
B) ethical
C) informal
D) toxic
Answer: A
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Easy
14) A leadership theory that describes relationships among leader traits, behavior, influence
processes, outcomes, and situational variables is best classified as ________.
A) descriptive
B) integrative
C) comprehensive
D) universal
Answer: B
Learning Objective: Understand which aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
15) Which is the LEAST accurate statement about the outcomes of leadership actions?
A) Immediate and delayed outcomes are usually consistent with each other.
B) Immediate outcomes are easier to predict than end-result outcomes.
C) Immediate and delayed outcomes are usually interrelated in complex causal chains.
D) End-result outcomes are less useful as criteria of leadership effectiveness.
Answer: A
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
16) Which statement about leaders and managers is MOST accurate according to Yukl?
A) Managers and leaders are different types of people.
B) Managing and leading are mutually exclusive and unrelated.
C) Managing is not important for effective leadership.
D) Leadership is important for the success of most managers.
Answer: A
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Analytical thinking
Difficulty Level: Moderate
5
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17) The numerous definitions of leadership ________.
A) are almost identical
B) overlap a great deal
C) have nothing in common
D) differ in many respects
Answer: D
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Easy
20) Researchers who view leadership as a ________ are more likely to pay attention to the
attributes that determine selection of designated leaders.
A) shared influence process
B) specialized role
C) group engagement activity
D) function that jeopardizes the effectiveness of the group
Answer: B
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Moderate
6
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21) Which is true of the body of thinking that views leadership as a specialized role?
A) It suggests that a person in the group cannot perform both leader and follower roles at the
same time.
B) It distinguishes between leader and follower roles.
C) It does not consider the effects of the leader's behavior on other members of the group.
D) Less attention is paid to the typical behavior of designated leaders.
Answer: B
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Analytical thinking
Difficulty Level: Moderate
23) Researchers who consider leadership to be an influence process that occurs within a societal
system, diffused among the members, ________.
A) posit that leadership is best studied as a specialized role
B) suggest that leadership may only be exhibited informally
C) believe it is more useful to study leadership as a pattern of relationships
D) contend that leadership is important for the success of most managers
Answer: C
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Moderate
7
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25) Should the domain of leadership processes to study be limited by the leader's intended
purpose?
A) No, because acts of leadership have multiple motives, and it is seldom possible to determine
the extent to which they are selfless rather than selfish.
B) Yes, because leadership only occurs when people are influenced to do what is ethical and
beneficial for the organization and themselves.
C) No, because the actions of a leader are never more detrimental than beneficial for followers.
D) Yes, because actions motivated solely by a leader's personal needs cannot result in unintended
benefits for followers.
Answer: A
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Analytical thinking
Difficulty Level: Moderate
26) Until the 1980s, few theories of leadership recognized the importance of ________ as a basis
for influence.
A) reason
B) emotion
C) monetary gain
D) prestige
Answer: B
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Moderate
8
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29) ________ leadership is the term used to describe how a chief executive can influence people
at lower levels in the organization who do have immediate contact with the leader.
A) Direct
B) Indirect
C) Specialized role
D) Influence process
Answer: B
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Moderate
30) Which statement is true in the context of the ongoing controversy about the distinction
between management and leadership?
A) A person cannot be a leader without being a manager.
B) A person cannot have the job title "manager" without at least one subordinate to lead.
C) There is clear agreement on the area of overlap between management and leadership.
D) Leadership can be viewed as one of several managerial roles.
Answer: B
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Moderate
32) In this text, the terms leader, ________ are used interchangeably to refer to people who
occupy positions in which they are expected to perform the leadership role, but without any
assumptions about their actual behavior or success.
A) manager, and boss
B) subordinate, and manager
C) subordinate, and direct report
D) staff, and boss
Answer: A
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Moderate
9
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33) In the text, the term ________ is used to describe a person who acknowledges the focal
leader as the primary source of guidance about the work, regardless of how much formal
authority the leader actually has over the person.
A) subordinate
B) partner
C) outsider
D) follower
Answer: D
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Moderate
10
Copyright © 2020 Pearson Education, Inc.
37) Follower attitudes and perceptions of the leader are ________.
A) not a common indicator of effectiveness
B) usually measured with questionnaires or interviews
C) calculated using sales data
D) impossible to measure
Answer: B
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
38) Which question is NOT related to follower attitudes and perceptions of the leader?
A) How well does the leader satisfy the needs and expectations of followers?
B) Do followers perceive the leader to have high integrity?
C) Has the leader increased the productivity of the followers?
D) Do followers trust the leader?
Answer: C
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
39) Which question concerns measuring leader effectiveness in terms of the leaders' contribution
to the quality of group processes, as perceived by followers or outside observers?
A) Do followers like, respect, and admire the leader?
B) Have sales figures achieved by followers increased during the leader's tenure?
C) Are followers likely to resist or subvert the leader's requests?
D) Does the leader contribute to the efficiency of role specialization?
Answer: D
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
40) Which of the following would be MOST relevant to measuring the extent to which a person
has had a successful career as a leader?
A) A leader enhances group cohesiveness.
B) A leader has a rapid ascent to positions of higher authority.
C) A leader decreases costs in relation to budgeted expenditures.
D) A leader improves the quality of work life for followers.
Answer: B
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
11
Copyright © 2020 Pearson Education, Inc.
41) The ________ result of an influence attempt is whether followers are willing to do what the
leader asks, but a(n) ________ effect is how well followers actually perform the assignment.
A) immediate; delayed
B) delayed; immediate
C) follower; leader
D) leader; follower
Answer: A
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Reflective thinking
Difficulty Level: Easy
42) When the immediate and delayed effects on the same criterion are inconsistent, the
immediate outcome ________.
A) will be positive while the delayed outcome will be even more positive
B) will be negative while the delayed outcome will be positive
C) is likely to be identical to the delayed outcome
D) may be very different from the delayed outcome
Answer: D
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
43) Which is the most common method used to study leadership effectiveness?
A) descriptions of leader actions and decisions from observation and diaries, and critical
incidents
B) examination of social networks within organizations
C) questionnaires filled out by subordinates and other people who interact with the leader
D) experiments in which researchers assess effects of different patterns of leader behavior on
group processes and outcomes
Answer: C
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Reflective thinking
Difficulty Level: Moderate
12
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45) ________ can be content analyzed to identify behavior used by effective and ineffective
leaders.
A) Biographies of famous leaders
B) Questionnaires filled out by leaders themselves
C) Videos that show different patterns of leadership behavior
D) Fictional accounts of group behavior
Answer: A
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Reflective thinking
Difficulty Level: Moderate
46) Which of the following is NOT one of the three types of variables that are relevant for
understanding leadership effectiveness?
A) characteristics of leaders
B) characteristics of followers
C) characteristics of industries
D) characteristics of situations
Answer: C
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
48) Confidence and optimism is a characteristic of which key variable(s) in leadership theories?
A) characteristics of the leader
B) characteristics of the followers
C) characteristics of the situation
D) characteristics of both the leader and the followers
Answer: D
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
13
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49) Most leadership theories emphasize ________ as the primary basis for explaining effective
leadership.
A) one category more than the others
B) two categories, equally
C) two categories, with one featured more prominently,
D) all three categories
Answer: A
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
50) Which of the following is NOT one of the five approaches into which the theories and
empirical research reviewed in the text are classified?
A) trait approach
B) behavior approach
C) nature-nurture approach
D) power-influence approach
Answer: C
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
51) The ________ approach emphasizes attributes of leaders such as personality, motives,
values, and skills.
A) behavior
B) trait
C) power-influence
D) situational
Answer: B
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
52) The ________ approach began in the early 1950s after many researchers became
discouraged with the ________ approach and began to pay closer attention to what managers
actually do on the job.
A) behavior; trait
B) power-influence; situational
C) trait; behavior
D) situational; power-influence
Answer: A
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
14
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53) The most common research method in the behavior approach has been a ________.
A) laboratory experiment
B) field experiment
C) critical incident
D) survey field study
Answer: D
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
56) Theories of ethical leadership, authentic leadership, servant leadership, and spiritual
leadership all view leader ________ as the foundation for the leader's goals and behaviors and
their impact on followers.
A) behaviors
B) traits
C) values
D) situations
Answer: C
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Moderate
15
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57) Leadership can be described as a(n) ________ process involving leader interaction with one
subordinate.
A) intra-individual
B) dyadic
C) group
D) organizational
Answer: B
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Moderate
58) Which is a typical research question for the intra-individual level of conceptualization?
A) How do leaders make decisions about competitive strategy and external initiatives?
B) How is leadership shared in the group or team?
C) How does a leader influence subordinate motivation and task commitment?
D) How are leaders influenced by role expectations and constraint?
Answer: D
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
59) At which level of conceptualization is the research question, "How leaders influence the
shared mental models of team members?"
A) intra-individual
B) dyadic
C) group
D) organization
Answer: C
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
60) As compared to ________ theories of leadership, ________ theories usually provide a better
explanation of financial performance by an organization.
A) dyadic or group-level; organization-level
B) organization-level or group-level; dyadic
C) dyadic or organization-level; group-level
D) organization-level or group-level; intra-individual
Answer: A
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
16
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61) Most leadership theories emphasize the characteristics and actions of the ________.
A) follower without much concern for leader characteristics
B) leader without much concern for follower characteristics
C) follower and the leader equally
D) follower, the leader, and the industry equally
Answer: B
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Reflective thinking
Difficulty Level: Easy
62) ________ describes how followers view a leader's influence on events and outcomes.
A) Empowerment theory
B) Attribution theory
C) The leader substitute theory
D) The emotional contagion theory of charisma
Answer: B
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Reflective thinking
Difficulty Level: Moderate
63) Empowerment theory describes how followers view their ability to ________.
A) follow leadership requests and commands
B) influence other followers
C) influence important events
D) manage their own responsibilities
Answer: C
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Reflective thinking
Difficulty Level: Moderate
64) Sharing of leadership functions among the members of a group are emphasized in which type
of theories?
A) leader substitutes
B) empowerment
C) emotional contagion theories of charisma
D) self-managed groups
Answer: D
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Reflective thinking
Difficulty Level: Moderate
17
Copyright © 2020 Pearson Education, Inc.
65) Theories that focus almost exclusively on either the leader or the follower are ________ than
theories that offer a more even-handed explanation.
A) less useful
B) more useful
C) more realistic
D) less inclusive
Answer: A
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
68) When a wide discrepancy exists between what leaders typically do and what they should do
to be most effective, a prescriptive theory is ________.
A) inapplicable
B) less valuable than a descriptive theory
C) especially useful
D) not the optimal one
Answer: C
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
18
Copyright © 2020 Pearson Education, Inc.
69) A theory that explains how leader behavior varies from one situation to another would be
described as ________ theory.
A) a prescriptive universal
B) a descriptive universal
C) a prescriptive contingency
D) a descriptive contingency
Answer: D
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
71) Research indicates that leadership is best defined as a specialized role rather than as a social
process or a pattern of relationships.
Answer: FALSE
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Easy
72) The best approach for understanding leadership is to examine rational cognitive processes,
because emotional processes are too unreliable to include.
Answer: FALSE
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Easy
73) The assumption underlying the trait approach to studying leadership is that some people are
natural leaders who are endowed with certain traits not possessed by other people.
Answer: TRUE
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
19
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74) The behavior approach to studying leadership includes studies of what managers actually do
on the job.
Answer: TRUE
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
75) The power-influence research examines influence processes between leaders and other
people.
Answer: TRUE
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
76) The study of influence tactics can be viewed as a bridge linking the power-influence
approach and the behavior approach.
Answer: TRUE
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
77) A contingency theory describes some aspect of leadership that applies to some situations but
not to others.
Answer: TRUE
Learning Objective: Understand which aspects of leadership have been studied the most.
AACSB: Reflective thinking
Difficulty Level: Easy
78) An integrative approach to studying leadership is an approach that involves more than one
leadership construct.
Answer: FALSE
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
79) Dyadic processes involve the relationship between a leader and another individual who is
usually a subordinate or another type of follower.
Answer: TRUE
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Reflective thinking
Difficulty Level: Easy
80) A theory that explains what leaders must do to be effective is called a descriptive theory.
Answer: FALSE
Learning Objective: Understand which aspects of leadership have been studied the most.
AACSB: Reflective thinking
Difficulty Level: Easy
20
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81) Definitions of leadership have much in common, with little variation.
Answer: FALSE
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Easy
82) Researchers who have a very broad definition of leadership are less likely to discover things
that are unrelated to or inconsistent with their initial assumptions about effective leadership.
Answer: FALSE
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Easy
83) People who are forced or manipulated into doing something can never become committed to
the coerced course of action.
Answer: FALSE
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Easy
84) Sending memos and having face-to-face meetings with small groups of employees are
examples of direct influence.
Answer: TRUE
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Reflective thinking
Difficulty Level: Easy
86) Ratings from a leader's superiors, peers, or subordinates are subjective measures of
effectiveness.
Answer: TRUE
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Reflective thinking
Difficulty Level: Easy
21
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88) One example of an objective measure of a leader's effectiveness is productivity.
Answer: TRUE
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Reflective thinking
Difficulty Level: Easy
89) The distinction between universal and contingency theories of leadership is a sharp
dichotomy.
Answer: FALSE
Learning Objective: Understand which aspects of leadership have been studied the most.
AACSB: Reflective thinking
Difficulty Level: Easy
91) Why do you suppose that there are so many definitions of leadership?
Answer: Student answers may vary. They will likely include the idea that the term itself is taken
from the common language and incorporated into the technical vocabulary of a scientific
discipline. This appropriation carries extraneous connotations that create ambiguity of meaning.
Additionally, researchers usually define leadership according to their individual perspectives and
the aspects of the phenomenon that are of most interest to them. The differences in definition
reflect deep disagreement about the identification of leaders and leadership processes.
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Analytical thinking
Difficulty Level: Moderate
92) Should influence attempts that are irrelevant or detrimental to followers be included in the
definition of leadership? Why or why not?
Answer: Student answers may vary. One viewpoint holds that leadership only occurs when
people are influenced to do what is ethical and beneficial for the organization and themselves. In
this conception, a leader's attempts to gain personal benefits at the follower's expense would not
be considered. Another opinion is that all attempts to influence the attitudes and behaviors of
followers in an organizational context, regardless of the intended purpose or actual beneficiary,
are part of leadership. Acts of leadership often have multiple motives, and it is seldom possible
to determine the extent to which they are selfless rather than selfish. The outcomes of leader
actions usually include a mix of costs and benefits, some of which are unintended, making it
difficult to infer purpose. For this reason, it may be best not to limit the study of leadership
processes based upon the leader's intended purpose.
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Analytical thinking
Difficulty Level: Moderate
22
Copyright © 2020 Pearson Education, Inc.
93) What is the difference between leadership and management?
Answer: Student answers may vary. It is obvious that a person can be a leader without being a
manager (e.g., an informal leader), and a person can have the job title "manager" with no
subordinates to lead. Nobody has proposed that managing and leading are equivalent, but the
degree of overlap is a point of sharp disagreement. The most useful perspective is probably to
view leadership as one of several managerial roles. Most scholars seem to agree that success as a
manager or administrator in modern organizations also involves leading. How to integrate the
two processes has emerged as a complex and important issue in organizational literature.
Learning Objective: Understand the different ways leadership has been defined.
AACSB: Analytical thinking
Difficulty Level: Moderate
94) Discuss the criteria that are used to assess the effectiveness of leadership.
Answer: Student answers may vary. The criteria selected to evaluate leadership effectiveness
reflect a researcher's explicit or implicit conception of good leadership. Most researchers
evaluate leadership effectiveness in terms of the consequences of influence on a single
individual, a team or group, or an organization. One very relevant indicator of leadership
effectiveness is the extent to which the performance of the team or organization is enhanced and
the attainment of goals is facilitated. Follower attitudes and perceptions of the leader are another
common indicator of leader effectiveness, and they are usually measured with questionnaires or
interview. Leader effectiveness is occasionally measured in terms of the leader's contribution to
the quality of group processes, as perceived by followers or by outside observers. A final type of
criterion for leadership effectiveness is the extent to which a person has a successful career as a
leader.
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
95) What are some of the new and cutting-edge methods used to assess leadership effectiveness?
Answer: Student answers may vary. One type of study examines social networks within
organizations to determine which individuals exert influence and leadership within the network.
Other studies use implicit measures to tap into automatic cognitive processes that people use
without conscious awareness to describe leaders by using broad classifications such as
charismatic, authentic, ethical, and empowering. Another stream of research uses biosensor
methods that combine biology, chemistry, and technology to identify the physical and
psychological mechanisms that underlie leader traits and behaviors, follower reactions to leaders,
and the development of leader-follower relationships. Yet another cutting-edge line of research
employs behavioral genetics approaches such as studies that compare the attributes of identical
twins who were raised apart, or fraternal twins who were raised together, to determine the
relative influence of genetic ("nature") versus environmental ("nurture") forces on leadership
emergence and effectiveness. Still another emerging field of inquiry focuses on what we can
learn about leadership from people's reactions to leaders' facial expressions.
Learning Objective: Understand the different ways leadership effectiveness is determined.
AACSB: Analytical thinking
Difficulty Level: Moderate
23
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96) List and discuss the five categories into which the leadership theories in the text are
classified.
Answer: Student answers may vary. To be consistent with most of the leadership literature, the
theories and empirical research reviewed in this book are classified into the following five
approaches: (1) the trait approach, (2) the behavior approach, (3) the power-influence approach,
(4) the situational approach, and (5) the values-based approach, although some theories and
research involve more than one approach. The trait approach emphasizes attributes of leaders
such as personality, motives, values, and skills. Underlying this approach was the assumption
that some people are natural leaders, endowed with certain traits not possessed by other people.
The behavior approach began in the early 1950s after many researchers became discouraged with
the trait approach and began to pay closer attention to what managers actually do on the job.
After identifying observable types of leader behavior, these behaviors were related to measures
of outcomes such as the performance of the leader's group or work unit. This line of research
seeks to explain leadership effectiveness in terms of the amount and type of power possessed by
a leader and how power is exercised. Power is viewed as important not only for influencing
subordinates, but also for influencing peers, superiors, and people outside the organization, such
as clients and suppliers. The situational approach emphasizes the importance of contextual
factors that influence leader behavior and how it influences outcomes such as subordinate
satisfaction and performance. Major situational variables include the characteristics of followers,
the nature of the work performed by the leader's unit, the type of organization, and the nature of
the external environment. Values-based approaches to leadership differ from the previously
discussed approaches in that they highlight the importance of deeply held leader values that
appeal to and influence followers.
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
24
Copyright © 2020 Pearson Education, Inc.
98) Why are some assumptions necessary to make dyadic explanations relevant for explaining a
leader's influence on the performance of a group or work unit? What are some of these
assumptions?
Answer: Student answers may vary. Since real leaders seldom have only a single subordinate,
some assumptions are necessary to make dyadic explanations relevant for explaining a leader's
influence on the performance of a group or work unit. One assumption is that subordinates have
work roles that are similar and independent. Subordinates may not be homogeneous with regard
to skills and motives, but they have similar jobs. There is little potential for subordinates to affect
each other's job performance, and group performance is the sum of the performances by
individuals. An example of minimum interdependence is a district sales unit in which sales
representatives work separately and independently of each other and sell the same product in
different locations or to different customers. However, when there is high interdependence
among group members, a group-level theory can better explain how leadership can influence
overall group performance.
Learning Objective: Understand the major types of leadership theories that have been studied.
AACSB: Analytical thinking
Difficulty Level: Moderate
99) Discuss the distinctions between descriptive and prescriptive leadership theories.
Answer: Student answers may vary. Another important distinction among leadership theories is
the extent to which they are descriptive or prescriptive. Descriptive theories explain leadership
processes, describe the typical activities of leaders, and explain why certain behaviors occur in
particular situations. Prescriptive theories specify what leaders must do to become effective, and
they identify any necessary conditions for using a particular type of behavior effectively. The
two perspectives are not mutually exclusive, and a theory can have both types of elements. For
example, a theory that explains why a particular pattern of behavior is typical for leaders
(descriptive) may also explain which aspects of behavior are most effective (prescriptive).
However, the two perspectives are not always consistent. For example, the typical pattern of
behavior for leaders is not always the optimal one. A prescriptive theory is especially useful
when a wide discrepancy exists between what leaders typically do and what they should do to be
most effective.
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
25
Copyright © 2020 Pearson Education, Inc.
100) To what degree do leadership theories focus on the characteristics of followers?
Answer: Student answers may vary. The extent to which a theory is focused on either the leader
or followers is another useful way to classify leadership theories. Most leadership theories
emphasize the characteristics and actions of the leader without much concern for follower
characteristics. Only a small amount of research and theory has emphasized follower
characteristics. Empowerment theory describes how followers view their ability to influence
important events. Attribution theory describes how followers view a leader's influence on events
and outcomes, and other theories in the same chapter explain how followers can actively
influence their work role and relationship with the leader, rather than being passive recipients of
leader influence. The leader substitutes theory describes aspects of the situation and follower
attributes that make a hierarchical leader less important. The emotional contagion theory of
charisma describes how followers influence each other. Finally, theories of self-managed groups
emphasize sharing of leadership functions among the members of a group; in this approach, the
followers are also the leaders.
Learning Objective: Understand what aspects of leadership have been studied the most.
AACSB: Analytical thinking
Difficulty Level: Moderate
26
Copyright © 2020 Pearson Education, Inc.
Another random document with
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vaipui kasaan ja tarttui kiinni satulannuppiin. Jäljellä oli ainoastaan
se mies, joka oli ottelussa palvelijani kanssa, ja nyt käännyin
katsomaan, miten heidän laitansa oli. He olivat tehneet pikku
pysähdyksen hengähtääkseen, ja minä riensin heidän luokseen,
mutta kun se veitikka näki minun lähestyvän, käänsi hän hevosensa
ja hävisi metsään, jättäen meidät voittajiksi.
Minä pysähdyin.
»No?»
Minä olin jo varmistunut siitä, että hän oli kunnian mies, ja siksi
uskoin häntä. Hänen huomattava levottomuutensa ystävän puolesta
herätti minussa jonkinlaista liikutusta. Sitäpaitsi tiesin olevani
liukkaalla maalla, joka teki varovaisuuden tarpeelliseksi.
XII luku
Tienristeyksessä
»Mitä ajattelette?»
»Niin olen.»
»Kaksi…?»
Kohautin olkapäitäni.
»Sen täytyy niin olla», sanoin minä. »Jos saa perinnön, niin se on
otettava vastaan velkoineen ja kaikkineen.»
»Mahdollisesti.»
»Herra kardinaali.»
»En kysynyt kuka», sanoi hän kuivasti. »Kysyin mikä. Teillä ei ollut
vihaa minua vastaan?»
»Ei.»
»Mikä kumma teidät siis sai niin tekemään? Lempo soikoon, hyvä
herra», jatkoi hän kiivaasti ja avomielisempään tapaan kuin oli ennen
käyttänyt, »luonto ei ole ikinä aikonut teistä pyöveliä. Mikä olikaan
siis syynä?»
Minä nousin seisaalle. Oli hyvin myöhä, huone oli tyhjä ja tuli
sammumaisillaan.
»Niin.»
»Tavata tai puhutella minua? Ei, sen kyllä käsitän», sanoin minä.
»Mutta tahdon kumminkin puhella hänen kanssaan.»
»Niin, minä en ole aivan niin tyhmä kuin te luulette!» huudahti hän
vihasta säihkyvin katsein. »Minulla on silmät nähdäkseni.»
»Siksi, että haluan selittää teille eräitä asioita, joita ette ymmärrä.»
Se koski minuun.
Hän ei vastannut.
»Jos pidätte, niin teidän tulee antaa minun puhua. Evätkää vielä
kerran, mademoiselle — en minäkään ole muuta kuin ihminen — niin
jätän teidät rauhaan. Mutta te kadutte sitä vielä koko ikänne.»