Introduction to Leadership Concepts and Practice 5th Edition Test Bank

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 1: Understanding Leadership Test Bank Multiple Choice 1. In leadership literature, more than ______ different definitions of leadership have been identified. a. 5 b. 50 c. 100 d. 1,000 Ans: C Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: Leadership Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. A leadership approach is ______. a. a general way of thinking about a phenomenon b. based in empirical research c. never changing d. based in empirical research and never changing Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Box 1.1: The Evolution of Leadership Difficulty Level: Easy AACSB Standard: Group and individual behaviors 3. So-called “Great Man” theories belong to which of the following leadership approaches? a. Behavior b. Relational c. Situational d. Trait Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: Trait Theories Difficulty Level: Easy AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. Which of the following theorist’s work is included in the behavioral approach? a. Blake and Moulton b. Hersey and Blanchard c. Northouse d. Reddin Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: Behavior Theories Difficulty Level: Hard AACSB Standard: Leading in organizational situations 5. A business manager needs their subordinates to problem solve in an uncertain and changing environment. That manager might consider which emerging leadership approach? a. Spiritual leadership b. Servant leadership c. Authentic leadership d. Adaptive leadership Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: Emerging Leadership Approaches Difficulty Level: Medium AACSB Standard: Group and individual behaviors 6. A trait can be defined as ______. a. the capacity to lead b. a distinguishing quality of an individual c. a competency developed to accomplish a task effectively d. what leaders do when they are in a leadership role Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: “Leadership is a Trait” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 7. When leadership is viewed as non-linear and highly collaborative, the ______ between leader and follower(s) becomes paramount. a. hierarchy b. dynamic c. skill d. relationship Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Group and individual behaviors 8. A manager who encourages subordinates to take time off from work to recuperate from stressful projects might be utilizing leadership as a ______. a. relationship b. behavior c. skill d. task Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 9. Influence is central to the process of leadership because leaders affect ______. a. outcomes b. goals c. followers d. vision Ans: C Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: “Leadership is an Influence Process” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 10. The GLOBE study sought to increase our understanding of the impact ______ has on leadership effectiveness. a. culture b. globalization c. democratization d. nationalism Ans: A Learning Objective: 1.2: Discuss the findings of the Global Leadership and Organizational Behavior Effectiveness studies.

Cognitive Domain: Knowledge Answer Location: Global Leadership Attributes Difficulty Level: Easy AACSB Standard: Diverse and multicultural environments 11. What is a key outcome of toxic leadership according to Lipman-Blumen?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. Followers are unhappy b. Followers are stressed c. Followers are worse off than before the leader emerged d. Followers are empowered to speak Ans: C Learning Objective: 1.3: Identify examples of destructive leadership.

Cognitive Domain: Comprehension Answer Location: The Dark Side of Leadership Difficulty Level: Medium AACSB Standard: Social responsibility 12. Your personal approach to leadership is strongly influenced by your ______. a. definition and beliefs about leadership b. leader c. follower’s competence d. culture Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Easy AACSB Standard: Group and individual behaviors 13. A social entrepreneur who successfully creates new business ventures over the span of their entire career might be judged to have the ______ to lead. a. knowledge b. ability c. thoughtfulness d. disposition Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is an Ability” Difficulty Level: Medium AACSB Standard: Analytical thinking 14. A leader should behave genuinely with their followers and align their behaviors with their values. This is a description of which emerging leadership approach? a. Adaptive b. Spiritual c. Authentic d. Servant Ans: Authentic Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: Emerging Leadership Approaches

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Group and individual behaviors 15. Observable aspects of leadership are known as ______. a. skills b. traits c. abilities d. behaviors Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Behavior” Difficulty Level: Medium AACSB Standard: Group and individual behaviors 16. Research on leadership behaviors has identified two general behaviors ______. a. task and process b. skill acquisition and process c. task and charisma d. work ethic and charisma Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: “Leadership is a Behavior” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 17. Leadership is a(n) ______ whereby an individual influences a group of individuals to achieve a common goal. a. skill b. trait c. approach d. process Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: “Leadership is an Influence Process” Difficulty Level: Easy AACSB Standard: Leading in organizational situations 18. A leader who acknowledges followers’ good work and seeks to motivate them to enhance performance is likely using ______. a. path-goal theory b. contingency theory c. leader-member exchange theory d. transformational leadership theory

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Situational Theories Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 19. A leader who begins each team meeting with a teambuilding activity and has quarterly retreats is focusing on ______. a. task behaviors b. process behaviors c. leader-member exchange d. skill acquisition Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is a Behavior” Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 20. A manager who adheres strictly to their meeting agenda might be focusing on which type of behavior? a. Process b. Team building c. Task d. Relationship Ans: C Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is a Behavior” Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 21. Mutuality in leadership is stressed in which approach? a. Relationship b. Skill c. Behavior d. Ability Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 22. Which leadership approach focuses on followers’ needs in order to help followers become more autonomous and knowledgeable? a. Spiritual leadership b. Authentic leadership c. Transformational leadership d. Servant leadership Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: Emerging Leadership Approaches Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 23. Leadership is about ______ and management is about ______. a. people; process b. power; control c. seeking constructive change; establishing order d. influence; delegation Ans: C Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is an Influence Process” Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 24. One who develops their skills through practice probably views leadership as a(n) ______. a. ability b. trait c. behavior d. relationship Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is an Ability” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 25. This leadership theory describes leadership as a process that changes people and organizations. a. Leader-member exchange theory b. Path-goal theory c. Transformational leadership d. Contingency theory Ans: C Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: “New Leadership” Approach Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 26. Mohandas Gandhi, Abraham Lincoln, Moses, and Joan of Arc were considered very effective leaders. Which leadership approach describes them best? a. Situational approach b. Behavior approach c. Relational approach d. Trait approach Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Trait Theories Difficulty Level: Medium AACSB Standard: Leading in organizational situations 27. Authority and influence are shared when leadership is a ______. a. trait b. relationship c. skill d. behavior Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Group and individual behaviors 28. If you are capable of learning from experience, you can acquire leadership. This statement is a characteristic of leadership as a(n) ______. a. relationship b. skill c. trait d. ability Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Skill” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 29. Leaders ______ and ______ followers when leadership is conceptualized as a relationship. a. criticize; are criticized by

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. change; intimidate c. accept limitations; ignore d. affect; are affected by Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Group and individual behaviors 30. Contingency theory focuses on the match between the leader’s style and ______. a. followers’ needs b. specific situational variables c. specific follower preferences d. leader’s skills Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: Situational Theories Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 31. A leader seeking more positive outcomes should seek to improve high-quality relations is a prediction of what theory? a. Leader–member exchange b. Contingency theory c. Path–goal theory d. Spiritual approach Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: Relational Theories Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 32. The “Big Five” personality factors and emotional intelligence have been researched as a part of which leadership approach? a. Situational b. Behavior c. Relational d. Trait Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: Trait Theories Difficulty Level: Easy

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Group and individual behaviors 33. A leader who changes their style to fit different situations contexts is using which approach to leadership? a. Relational b. Behavior c. Situational d. New leader Ans: C Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Situational Theories Difficulty Level: Easy AACSB Standard: Group and individual behaviors 34. Which of the following focuses on helping people feel comfortable in a group? a. Task behaviors b. Process behaviors c. Passive behaviors d. Introspective behaviors Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: “Leadership is a Behavior” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 35. Differences in preferred leadership styles and political viewpoints around the world are the result of what? a. Authority b. Culture c. Democracy d. None of these Ans: B Learning Objective: 1.2: Discuss the findings of the Global Leadership and Organizational Behavior Effectiveness studies.

Cognitive Domain: Application Answer Location: Global Leadership Attributes Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 36. Viewed as a skill, leadership can be ______. a. seen as an inborn quality b. studied and learned c. understood as a means to keep people in line d. all of these

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Skill” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 37. Stressing mutuality lessens the possibility that leaders might act toward followers in ways that are ______. a. outside the norms b. difficult to comprehend c. beneficial to everyone d. forced and unethical Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 38. The relational approach has a(n) ______ overtone because it stresses the need for leaders to work with followers to achieve their mutual purposes. a. ethical b. adversarial c. tactful d. authoritarian Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 39. Demand for effective leadership exists at ______. a. local, community, and national levels b. personal and interpersonal levels c. international levels d. business and non-profit levels Ans: A Learning Objective: 1.3: Identify examples of destructive leadership.

Cognitive Domain: Comprehension Answer Location: The Dark Side of Leadership Difficulty Level: Hard AACSB Standard: diverse and multicultural work environments 40. Effective leadership is ______.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. intended influence that creates change for the greater good b. focused on the leader c. leaving the followers worse off d. making sure people know that the leader is the authority Ans: A Learning Objective: 1.3: Identify examples of destructive leadership.

Cognitive Domain: Comprehension Answer Location: The Dark Side of Leadership Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 41. Leadership as a(n) ______ places a great deal of emphasis on the leader and on the leader’s special gifts. a. relationship b. ability c. trait d. skill Ans: C Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: “Leadership is a Trait” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 42. At what time did scholarly inquiry into leadership become prolific? a. Ancient times b. Medieval era c. Renaissance d. 20th century Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: Box 1.1: The Evolution of Leadership Difficulty Level: Hard AACSB Standard: Leading in organizational situations 43. A leader who utilizes a follower’s belief and sense of calling is using which emerging leadership approach? a. Adaptive b. Authentic c. Spiritual d. Servant leadership Ans: C Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Emerging Leadership Approaches

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 44. Leadership approaches experience periods of increased and decreased interest.

What happens when an approach’s period of popularity decreaseds? a. The theory is disused and relegated to textbooks. b. The theory continues to influence further study and development of new approaches. c. Researchers ignore the theory. d. The theory is disused and relegated to textbooks and researchers ignore the theory.

Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Emerging Leadership Approaches Difficulty Level: Hard AACSB Standard: Leading in organizational situations 45. The thought that “leaders are born, not made” characterizes leadership as ______. a. a trait b. a skill c. a relationship d. a behavior Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge Answer Location: “Leadership is a Trait” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 46. A leader is brought in to run an effective visioning retreat because they have experience running many successful visioning retreats in their past. This organization is utilizing what approach to leadership in this example? a. Leadership is a relationship. b. Leadership is a skill. c. Leadership is a behavior. d. Leadership is a trait.

Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is a Skill” Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 47. When leadership is viewed as an influence process leaders direct their energies towards ______. a. influencing individuals to achieve something together b. making all followers feel comfortable in the group

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. teaching individuals skills necessary to succeed d. correcting followers’ ineffective behaviors Ans: A Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is an Influence Process” Difficulty Level: Medium AACSB Standard: Group and individual behaviors 48. Which of the following is NOT listed as a positive leader attribute by the GLOBE study? a. trustworthy b. motivator c. asocial d. informed Ans: C Learning Objective: 1.2: Discuss the findings of the Global Leadership and Organizational Behavior Effectiveness studies.

Cognitive Domain: Knowledge Answer Location: Table 1.1: Universal Leadership Attributes Difficulty Level: Easy AACSB Standard: Contexts of organizations in a global society 49. A leader who inspires followers to be unethical, untrustworthy, and deceptive can be described as ______. a. relational b. susceptible c. constructive d. toxic Ans: D Learning Objective: 1.3: Identify examples of destructive leadership.

Cognitive Domain: Comprehension Answer Location: The Dark Side of Leadership Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork | Group and individual behaviors 50. Authority of position and authority of leadership were conceptualized by which theorist? a. Susan Komives b. Chester Barnard c. Frederick Taylor d. House Ans: B Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: “Leadership vs. Management” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 51. The 7 C’s of Change Model most closely aligns with which concept of leadership? a. Leadership is a trait b. Leadership is a skill c. Leadership is an influence process d. Leadership is a relationship Ans: D Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Relationship” Difficulty Level: Moderate AACSB Standard: Group and individual behaviors True/False 1. A leadership approach can provide a predictive framework in analyzing the phenomenon of leadership.

Ans: F Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Box 1.1: The Evolution of Leadership Difficulty Level: Easy AACSB Standard: Analytical thinking 2. A leadership theory is NOT necessarily based on empirical research.

Ans: F Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: knowledge Answer Location: Box 1.1: The Evolution of Leadership Difficulty Level: Easy AACSB Standard: Analytical thinking 3. Servant leadership, spiritual leadership, and LMX theory all belong to the relational approach to leadership.

Ans: F Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Emerging Leadership Approaches Difficulty Level: Hard AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. In viewing leadership as a trait, it is important that leaders have the required traits demanded by a particular situation.

Ans: T Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Trait” Difficulty Level: Medium AACSB Standard: Group and individual behaviors 5. Viewing leadership as an influence process gives leadership an inherent ethical dimension according to the text.

Ans: T Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is an Influence Process” Difficulty Level: Medium AACSB Standard: Social responsibility 6. In every situation, there are leadership demands placed on the individual who is the leader.

Ans: T Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 7. A challenge for leaders using the behavior approach is combining task and process behaviors.

Ans: T Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Behavior” Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 8. When leadership is viewed as a relationship authority is often top down.

Ans: F Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Relationship’ Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 9. Leadership as a skill means it is available only to the few with great ability.

Ans: F

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Skill” Difficulty Level: Easy AACSB Standard: Group and individual behaviors 10. A leader who views leadership as a relationship can be influenced by their followers.

Ans: T Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is a Relationship” Difficulty Level: easy AACSB Standard: Group and individual behaviors 11. Both leadership and management involve influence and goal accomplishment.

Ans: T Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: “Leadership is an Influence Process” Difficulty Level: Easy AACSB Standard: Group and individual behaviors Essay 1. Explain the differences between leadership approaches and theories.

Ans: An approach is a general way of thinking about a phenomenon, not necessarily based on empirical research. Theories usually include a set of hypotheses, principles, or laws that explain a given phenomenon. Theories are more refined and can provide a predictive framework in analyzing the phenomenon.

Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension Answer Location: Box 1.1: The Evolution of Leadership Difficulty Level: Medium AACSB Standard: Group and individual behaviors 2. Differentiate among Leadership as a trait, ability, skill, and behavior and highlight examples of each from your personal experience.

Ans: Varies Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Analysis Answer Location: Leadership Explained Difficulty Level: Hard AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 3. Compare and contrast the concepts of leadership is a relationship and leadership is an influence process.

Ans: Varies Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Analysis Answer Location: “Leadership is a Relationship” | “Leadership is an Influence Process” Difficulty Level: Hard AACSB Standard: Group and individual behaviors 4. Discuss three emerging leadership approaches; which do you most closely identify with?

Ans: Varies Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application | Analysis Answer Location: Emerging Leadership Approaches Difficulty Level: Medium AACSB Standard: Group and individual behaviors 5. Approaches to leadership experience periods of increasing and decreasing interest.

Discuss three approaches you feel are most interesting in our current global context.

Ans: Varies Learning Objective: 1.2: Discuss the findings of the Global Leadership and Organizational Behavior Effectiveness studies.

Cognitive Domain: Comprehension | Application | Analysis Answer Location: Leadership Explained Difficulty Level: Medium AACSB Standard: Written and oral communication 6. Differentiate between leadership and management and provide examples for when each are necessary.

Ans: Leadership is about seeking constructive change, and management is about establishing order. For example, it is often said that “managers are people who do things right, and leaders are people who do the right thing.”

Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application | Analysis Answer Location: “Leadership is an Influence Process” Difficulty Level: Hard AACSB Standard: Group and individual behaviors 7. Choose three of the global positive leader attributes identified by House and discuss why they are universal and not culturally specific.

Ans: Varies Learning Objective: 1.2: Discuss the findings of the Global Leadership and Organizational Behavior Effectiveness studies.

Cognitive Domain: Application | Analysis Answer Location: Global Leadership Attributes

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 8. Based on the behavior approach, describe the two types of leader behaviors and give an example of a situation in which each behavior is used appropriately.

Ans: Varies Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Comprehension | Application Answer Location: “Leadership is a Behavior” Difficulty Level: Medium AACSB Standard: Written and oral communication 9. Explain how one could apply the 7 C’s of Change Model to accomplish a positive change in a community or campus problem you are aware of.

Ans: Varies Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Social responsibility 10. Explain how a team marketing project may still be considered an outcome of leadership.

Ans: There may be a designated team leader, but all the idea generation, planning, problem solving, and decision-making might be made jointly. Leadership happens through a mutual influence process, involving both leaders and followers. More than one person can take on a leadership role at a given time.

Learning Objective: 1.1: Summarize the seven concepts that are essential to leadership.

Cognitive Domain: Application Answer Location: “Leadership is a Relationship” Difficulty Level: Medium AACSB Standard: Systems and processes in organizations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 2: Recognizing Your Traits Test Bank Multiple Choice 1. Which of the following is not listed in the text as an important leadership trait? a. Diligence b. Articulateness c. Power hungry d. Intelligence Ans: C Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Group and individual behaviors 2. A manager who moves into a new position and begins reading industry magazines, manuals, books, and interviews colleagues about their best practices might be working on improving which of the six leadership traits? a. Charisma b. Sociability c. Integrity d. Intelligence Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Intelligence Difficulty Level: Medium AACSB Standard: Group and individual behaviors 3. Confidence is a trait that has to do with ______. a. feeling positive about oneself and one’s ability to succeed b. making others believe you have the right answers c. convincing others your way is best d. commanding respect from your followers Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Confidence Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. A leader walks into a room and immediately commands people’s attention through her presence. This is indicative of which trait? a. Integrity b. Sociability c. Intelligence d. Charisma Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Charisma Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 5. A leader who is willing to assert themselves, be proactive, and can persevere through adversity demonstrates which key trait? a. Determination b. Sociability c. Confidence d. Intelligence Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Determination Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 6. According to the text, which is the one trait that is easily acquired by those who lead? a. Intelligence b. Determination c. Integrity d. Confidence Ans: B Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Determination Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 7. Which trait most closely aligns with a leader who stays focused on tasks, articulates a vision, and encourages others to persevere? a. Intelligence b. Charisma c. Confidence d. Determination Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Determination Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 8. A new manager is hired for an office; they immediately begin to build a rapport with colleagues and subordinates, tactfully navigate difficult situations, and are friendly and outgoing with all employees. This example demonstrates which trait? a. Confidence b. Charisma c. Sociability d. Intelligence Ans: C Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Sociability Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 9. If people do not trust a leader, the leader’s influence potential is ______. a. weakened b. empowered c. not affected d. unknown Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Integrity Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 10. Nelson Mandela was influenced by ______ before shifting to violent tactics. a. Winston Churchill b. Mohandas Gandhi c. Mother Teresa d. George Washington Ans: B Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Leadership Snapshot Difficulty Level: Easy AACSB Standard: Leading in organizational situations 11. It was said of George Washington that he was “great” because he was “______.” a. determined

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. good c. intelligent d. nice Ans: B Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: George Washington (1732–1799) Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 12. Winston Churchill was known for which of the following traits? a. Oratory b. Mood swings c. Anger d. Selfishness Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Winston Churchill (1874–1965) Difficulty Level: Easy AACSB Standard: Group and individual behaviors 13. Churchill’s most significant talent was his masterful use of ______. a. information b. language c. optimism d. inspiration Ans: B Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Winston Churchill (1874–1965) Difficulty Level: Easy AACSB Standard: Group and Individual behaviors 14. In the face of criticism Mother Teresa responded with strong will, and she was a leader who practiced what she preached. Which trait does this most closely align with? a. Sociability b. Integrity c. Intelligence d. Charisma Ans: B Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Application Answer Location: Mother Teresa (1910–1997) Difficulty Level: Hard AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 15. Which of the following is not a trait of Bill Gates discussed in the text? a. Intelligence b. Visionary c. Diligence d. Submissive Ans: D Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Bill Gates (1955–) Difficulty Level: Easy AACSB Standard: Group and individual behaviors 16. Bill Gates is described as diligent, focused, aggressive, and task oriented. This most closely aligns with which of the Six Key Leadership Traits? a. Determination b. Confidence c. Charisma d. Sociability Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Application Answer Location: Bill Gates (1955–) Difficulty Level: Medium AACSB Standard: Group and individual behaviors 17. Oprah Winfrey is said to have which key trait of leadership which enables her to connect with people? a. Charisma b. Intelligence c. Determination d. Integrity Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Oprah Winfrey (1954–) Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 18. According to the text, what is not a characteristic of determined leaders? a. Initiative b. Persistence c. Decisiveness d. Drive Ans: C Learning Objective: 2.1: Explain the six key traits for successful leaders.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Determination Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 19. Which of the following is not a trait found to be significant in leadership? a. Intelligence b. Friendliness c. Persistence d. Introversion Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Sociability Difficulty Level: Medium AACSB Standard: Group and individual behaviors 20. Which of the following is a way to build confidence? a. Understanding what a situation requires b. Having a mentor to show the way c. Practice d. All of these Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Confidence Difficulty Level: Medium AACSB Standard: Group and individual behaviors 21. What is NOT a way to build charisma? a. Be a strong role model b. Articulate clear goals and strong values c. Be sociable d. Be competent Ans: C Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Charisma Difficulty Level: Medium AACSB Standard: Group and individual behaviors 22. Sociable leaders are all of the following except ______. a. tactful b. friendly c. diplomatic d. direct

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Sociability Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 23. Which researcher identified 22 values leadership traits after studying 1,700 managers in 62 different cultures? a. Hofstede b. Stogdill c. House d. Kouzes and Posner Ans: C Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Leadership Traits Explained Difficulty Level: Hard AACSB Standard: Leading in organizational situations 24. Which of the following is not one of the six key leadership traits identified by researchers? a. Intelligence b. Openness to experience c. Charisma d. Sociability Ans: B Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Leadership Traits Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 25. Intelligence includes having good language skills, ______ skills, and ______. a. perceptual; determination b. critical thinking; confidence c. perceptual; reasoning ability d. writing; intensity Ans: C Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Intelligence Difficulty Level: Hard AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 26. A manager who hesitates to take action, feels set goals may be too lofty, and is insecure in their role is lacking ______. a. confidence b. intelligence c. sociability d. charisma Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Confidence Difficulty Level: Medium AACSB Standard: Group and individual behaviors 27. Charisma is a special personality characteristic that gives a leader the capacity to do ______. a. ethical decision-making b. extraordinary things c. goal setting d. coalition building Ans: B Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Charisma Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 28. To increase sociability, people should ______. a. try to get along with coworkers b. be friendly, kind, and thoughtful c. talk freely with others and give them support d. all of these Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Sociability Difficulty Level: Medium AACSB Standard: Group and individual behaviors 29. Mohandas Gandhi advocated nonviolence and civil disobedience, but his ______ enabled him to influence others. a. charisma b. intelligence c. sociability d. determination Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Application Answer Location: Charisma Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 30. A leader’s capacity to establish pleasant social relationships is known as ______. a. charisma b. sociability c. charm d. integrity Ans: B Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Sociability Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 31. A leader may demonstrate integrity by ______. a. adhering to a strong set of principles b. being aware of what is going on around them c. taking responsibility for their actions d. adhering to a strong set of principles and taking responsibility for their actions Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Integrity Difficulty Level: Medium AACSB Standard: Leading in organizational situations 32. Which of the six traits is at the core of being a leader? a. Integrity b. Charisma c. Intelligence d. Determination Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Integrity Difficulty Level: Medium AACSB Standard: Group and individual behaviors 33. An important trait Nelson Mandela exhibited during his imprisonment was ______. a. resisting b. listening c. protesting d. speaking

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: B Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Comprehension Answer Location: Leadership Snapshot Difficulty Level: Medium AACSB Standard: Leading in organizational situations 34. Sociable leaders bring ______ to a group and make the work environment ______. a. teambuilding; happier b. toxicity; hostile c. grand visions; pleasant d. positive energy; enjoyable Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Sociability Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 35. Which of the following is NOT used to describe George Washington? a. Integrity b. Virtuousness c. Modesty d. Irritability Ans: D Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: George Washington (1732–1799) Difficulty Level: Easy AACSB Standard: Group and individual behaviors 36. Utilizing interpersonal skills to foster cooperative relationships in a new team setting is indicative of the ______ trait. a. sociabilty b. charisma c. intelligence d. determination Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Sociability Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 37. A manager arrives in the early morning to a large fundraising event to see disorder and no clear direction. She begins to give clear directives and assert leadership throughout the long day until the job is done. The trait most described is ______. a. determination b. charisma c. intelligence d. sociability Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Determination Difficulty Level: Hard AACSB Standard: Group and individual behaviors 38. Which of the following is NOT a trait of Mother Teresa’s discussed in the text? a. Simple woman b. Determined c. Spiritual d. Detail-oriented Ans: D Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Mother Teresa (1910–1997) Difficulty Level: Easy AACSB Standard: Group and individual behaviors 39. Which of the following traits does the book attribute to Oprah Winfrey? a. Aggressive b. Pretentious c. Spiritual d. Charismatic Ans: D Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Oprah Winfrey (1954–) Difficulty Level: Easy AACSB Standard: Group and individual behaviors 40. Which of the following is NOT one of Bill Gate’s traits as discussed in the text? a. Aggressive b. Compassionate c. Visionary d. Task-oriented Ans: B Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Bill Gates (1955–) Difficulty Level: Easy AACSB Standard: Group and individual behaviors 41. One of Winston Churchill’s motivations for his ambition was ______. a. wanting what was right for others b. personal fame c. prejudice against others d. self-interest Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Winston Churchill (1874–1965) Difficulty Level: Easy AACSB Standard: Group and individual behaviors 42. George Washington was neither highly educated nor brilliant, yet he was known for his wisdom. This demonstrates the idea that a leader can improve their ______ by staying informed and working hard at being aware. a. charisma b. determination c. intelligence d. confidence Ans: C Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Application Answer Location: George Washington (1732–1799) | Intelligence Difficulty Level: Hard AACSB Standard: Group and individual behaviors 43. What is NOT one of Nelson Mandela’s traits discussed in the text? a. Focused b. Consensus builder c. Courageous d. Aggressive Ans: D Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Leadership Snapshot Difficulty Level: Easy AACSB Standard: Group and individual behaviors 44. Leaders must balance between being ______ and monitoring what is appropriate to disclose in a particular situation. a. open and candid b. closed and secretive

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. deceitful and manipulative d. happy and carefree Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Integrity Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning 45. Honesty, as a component of integrity, helps people to have ______ and ______ in a leader. a. respect; goodwill b. trust; faith c. mistrust; fear d. power; respect Ans: B Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Integrity Difficulty Level: Medium AACSB Standard: Group and individual behaviors 46. It is difficult for a person to alter their IQ, but it is possible for them to improve their ______ in general. a. intelligence b. sociability c. confidence d. charisma Ans: A Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Intelligence Difficulty Level: Easy AACSB Standard: Group and individual behaviors 47. Mentors are able to help a person not only increase their ______ but they also provide essential help to learn the dynamics of leadership. a. sociability b. integrity c. intelligence d. confidence Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Confidence Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Interpersonal relations and teamwork 48. U.S. President John F. Kennedy is given as an example of a leader with which of the six key traits? a. Charisma b. Intelligence c. Determination d. Confidence Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: Charisma Difficulty Level: Easy AACSB Standard: Leading in organizational situations 49. People want ______ leaders - leaders with whom they can get along. a. determined b. intelligent c. charismatic d. sociable Ans: D Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Sociability Difficulty Level: Easy AACSB Standard: Group and individual behaviors 50. The impact of U.S. President Bill Clinton’s leadership was substantially weakened because of challenges to his ______. a. integrity b. determination c. charisma d. intelligence Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Comprehension Answer Location: Leadership Snapshot (right before “Leadership Traits in Practice”) Difficulty Level: Easy AACSB Standard: Group and individual behaviors.

51. Which of the following statements is TRUE about charisma? a. It can inspire devotion in followers. b. It can be used to exploit followers for the leader’s own ends. c. It is an uncommon trait to find in leaders. d. All of these Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Charisma Difficulty Level: Medium AACSB Standard: Group and individual behaviors 52. George Washington’s reputation as a leader has been criticized somewhat due to: a. his ownership of slaves b. his lack of charisma c. his overly firm disciplinary methods d. his lack of formal education Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Knowledge Answer Location: George Washington (1732-1799) Difficulty Level: Easy AACSB Standard: Group and individual behaviors 53. LeBron James is described as powerful, ambitious, hard-working and focused on winning basketball games. This most closely aligns with which of the Six Key Leadership Traits? a. Determination b. Confidence c. Charisma d. Sociability Ans: A Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Application Answer Location: LeBron James (1984–) Difficulty Level: Medium AACSB Standard: Group and individual behaviors True/False 1. All of the following were listed in the text as important leadership traits: trustworthiness, sociability, confidence, and open-mindedness.

Ans: T Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Group and individual behaviors 2. A leader with integrity may ignore their stated values for an easier course of action.

Ans: F

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Integrity Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 3. Utilizing resources around us to inform our actions is an important component of Intelligence as a leadership trait.

Ans: T Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application Answer Location: Intelligence Difficulty Level: Hard AACSB Standard: Group and individual behaviors 4. When a leader’s integrity comes into question, his or her potential to lead is lost.

Ans: T Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Integrity Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 5. Traits are important but only one dimension of the multidimensional process of leadership.

Ans: T Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Leadership Snapshot Difficulty Level: Medium AACSB Standard: Application of knowledge 6. Bill Gates is not only diligent and visionary, he also demonstrates a strong concern for the poor and underserved.

Ans: T Learning Objective: 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Comprehension Answer Location: Bill Gates (1955–) Difficulty Level: Medium AACSB Standard: Group and individual behaviors 7. Research studies have produced a very long list of leadership traits.

Ans: T Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Introduction

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. Confidence is innate and cannot be learned.

Ans: F Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: comprehension Answer Location: Confidence Difficulty Level: Medium AACSB Standard: Group and individual behaviors 9. Intelligence includes having good language skills, perceptual skills, and reasoning ability.

Ans: T Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Intelligence Difficulty Level: Medium AACSB Standard: Group and individual behaviors 10. Charisma is a common personality trait.

Ans: F Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Knowledge Answer Location: Charisma Difficulty Level: Medium AACSB Standard: Group and individual behaviors Essay 1. Discuss the six key traits of successful leaders; provide examples of leaders in context exemplifying each.

Ans: Intelligence, confidence, charisma, determination, sociability, and integrity Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Comprehension Answer Location: Leadership Traits Explained Difficulty Level: Medium AACSB Standard: Group and individual behaviors 2. The chapter outlines understanding and practice as two ways of gaining confidence.

Discuss an example of confidence building in your leadership journey.

Ans: First, confidence comes from understanding what is required of you. Confidence also comes from practice. This is important to point out, because practice is something everyone can do Learning Objective: 2.1: Explain the six key traits for successful leaders.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Application Answer Location: Confidence Difficulty Level: Medium AACSB Standard: Interpersonal Relations and Teamwork 3. Compare and contrast Charisma and Sociability as they relate to leadership traits.

Ans: Sociability refers to a leader’s capacity to establish pleasant social relationships; Charisma refers to a leader’s special magnetic charm and appeal. While charisma may help with sociability, it is a distinct and separate trait.

Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Analysis Answer Location: Sociability | Charisma Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 4. Analyze Nelson Mandela’s leadership as described in the Leadership Snapshot and distinguish which of the six key leadership traits he used throughout his life.

Ans: Mandela used all six traits throughout his life.

Learning Objective: 2.1: Identify important traits for effective leadership. | 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Analysis | Application Answer Location: Leadership Snapshot Difficulty Level: Hard AACSB Standard: Application of knowledge 5. Distinguish between Mother Teresa and Bill Gates’ leadership traits. Did they use similar traits in different ways? Did they seek to affect change towards a similar outcome using different means?

Ans: Both Mother Teresa and Bill Gates demonstrated altruism and concern for the poor and underserved.

Learning Objective: 2.1: Identify important traits for effective leadership. | 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Comprehension | Application | Analysis Answer Location: Leadership Traits in Practice Difficulty Level: Medium AACSB Standard: Application of knowledge 6. What trait would be most difficult for you to acquire as a leader?

Ans: Varies Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application | Analysis Answer Location: Chapter 2 Difficulty Level: Hard AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 7. In your opinion, which of the six key leadership traits is the most important. Give examples from your personal leadership journey.

Ans: Varies Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application | Analysis Answer Location: Leadership Traits Explained Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 8. How necessary is Charisma for effective leadership? Give at least two examples to support your view.

Ans: Varies Learning Objective: 2.1: Explain the six key traits for successful leaders.

Cognitive Domain: Application | Analysis Answer Location: Charisma Difficulty Level: Hard AACSB Standard: Group and individual behaviors 9. What common characteristics existed among all five leaders profiled in the text?

Ans: All are visionary, strong willed, diligent, and inspirational. As purpose-driven leaders, they are role models and symbols of hope.

Learning Objective: 2.1: Explain the six key traits for successful leaders. | 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Application | Analysis Answer Location: Leadership Traits in Practice Difficulty Level: Hard AACSB Standard: Analytical thinking 10. Select one of the five leaders profiled in the text. How did context shape their leadership traits and success?

Ans: Varies Learning Objective: 2.1: Explain the six key traits for successful leaders. | 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Analysis | Application Answer Location: Leadership Traits in Practice Difficulty Level: Hard AACSB Standard: Analytical thinking 11. Explain how a leader may not need all six key traits in order to be effective in his/her position.

Ans: People are not perfect. Leaders like Washington may exhibit integrity in most parts of their lives while still having a “blind spot’ in other areas, such as owning slaves.

Another leader can be highly intelligent and visionary, but not necessarily be sociable, in order to accomplish his/her goals. LeBron James is an example of a powerful, ambitious, and determined leader. This has won him many followers, but he also has his detractors who view his ambition to win championships, and moving to a new team,

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 as a lack of loyalty to his existing team. Certainly, the more leadership traits one has, the better equipped a person is to appeal to diverse followers and handle various leadership challenges.

Learning Objective: 2.1: Identify important traits for effective leadership. | 2.2: Compare the leadership of renowned global figures.

Cognitive Domain: Analysis │Application Answer Location: Leadership Traits in Practice Difficulty Level: Medium AACSB Standard: Analytical thinking

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 3: Understanding Leadership Styles Test Bank Multiple Choice 1. A person’s view of people, work, and human nature shape their ______. a. personal leadership philosophy b. outlook on life c. potential d. goals and aspirations Ans: A Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Group and individual behaviors 2. Douglas McGregor’s theory on leadership is ______. a. laissez-faire b. Theory X and Theory Y c. democratic d. authoritarian Ans: B Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Knowledge Answer Location: Leadership Philosophy Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 3. Which of the following is not an assumption of Theory X? a. People dislike work. b. People need to be disliked and want to be controlled. c. People dislike each other. d. People want security not responsibility.

Ans: C Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Knowledge Answer Location: Table 3.1: Assumptions of McGregor’s Theory X Difficulty Level: Easy

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Interpersonal relations and teamwork 4. Which of the following is an assumption of Theory Y? a. People like their coworkers. b. People like and identify with their leader. c. People believe work conditions will improve. d. People accept and seek responsibility.

Ans: D Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Knowledge Answer Location: Table 3.2: Assumptions of McGregor’s Theory Y Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 5. A manager views their employees as unmotivated unless a reward is given. This manager’s views align with which assumption of Theory X? a. People dislike work because managers are generally irresponsible. b. People need to be directed and controlled. c. People want security not responsibility. d. People will argue unless consequences are strict.

Ans: C Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Assumption 2. People Need to be Directed and Controlled Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork.

6. Your new manager is highly motivational, gives clear directions and timelines, and is quick to point out inefficiencies. They likely ascribe to ______ leadership philosophy. a. Theory X b. Theory Y c. Laissez-Faire d. authoritarian Ans: A Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Theory X Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 7. Former President Jimmy Carter and his work in retirement is given as an example of which philosophy? a. Theory X

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. Theory Y c. Laissez-Faire d. Democratic Ans: B Learning Objective: 3.1: Analyze the implications of Douglas MacGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Theory Y Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 8. An organization that emphasizes common cultural values, beliefs, and objectives while highly collaborative is known as a ______. a. democratic organization b. Theory Y organization c. Theory X organization d. Theory Z organization Ans: D Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Knowledge Answer Location: Assumption 3. In the Proper Environment, the Average Person Learns to Accept and Seek Responsibility Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 9. ______ is defined as the behaviors of leaders, focusing on what leaders do and how they act. a. Leadership philosophy b. Leadership style c. Assumption #1 of Theory Y d. Assumption # 2 of Theory Y Ans: B Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Leadership Styles Explained Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. The authoritarian leadership style is most similar to ______. a. Theory X b. Theory Y c. leader–member exchange theory d. unrealized strengths Ans: A

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Authoritarian Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 11. Which of the following is not used to describe authoritarian leadership? a. Pessimistic b. Negative c. Empowering d. Discouraging Ans: C Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Authoritarian Leadership Style Difficulty Level: Easy AACSB Standard: Leading in organizational situations 12. Your new manager requires that all communication is directed towards them and not circulated among the team, determines and sets goals for the team, and is quick to praise and criticize. Their behaviors most closely align with which style? a. Theory Y b. Laissez-Faire c. Democratic d. Authoritarian Ans: D Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Authoritarian Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 13. The outcomes of authoritarian leadership include all of the following except ______. a. efficient b. productive c. submissiveness d. individuality Ans: D Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Authoritarian Leadership Style Difficulty Level: Hard

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Interpersonal relations and teamwork 14. You step in to a new position with management of a team. You notice the team relies heavily on you to set goals, they never offer new ideas, and they depend on you to make all decisions. It is likely that your predecessor used which style of leadership? a. Theory Y b. Authoritarian c. Laissez-Faire d. Democratic Ans: B Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension, application Answer Location: Authoritarian Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 15. Authoritarian leadership can become ______ leadership where leaders coerce followers to engage in unethical or immoral activities. a. abusive b. difficult c. empowering d. beneficial Ans: A Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: comprehension Answer Location: Authoritarian Leadership Style Difficulty Level: medium AACSB Standard: Ethical understanding and reasoning 16. ______ leaders provide information, guidance, and suggestions and do so without applying pressure. a. Theory X b. Authoritarian c. Democratic d. Laissez-faire Ans: C Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Democratic Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork.

17. Which of the following is an outcome of democratic leadership?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. Efficiency b. Productive c. Established goals d. Cohesiveness Ans: D Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Democratic Leadership Style Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 18. Upon interviewing for an internship you notice that the workplace is a positive environment, people seem engaged in their work, and participative in meetings during your time there. The leadership of the office likely engages in ______ leadership. a. democratic b. Theory X c. laissez-faire d. authoritarian Ans: A Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension, application Answer Location: Democratic Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 19. Democratic leadership results in greater group member ______. a. satisfaction b. commitment c. cohesiveness d. all of these Ans: D Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Democratic Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 20. You are appointed to head a special project team with a two-week deadline. You need to be efficient and timely. Which leadership style should you enact? a. Democratic b. Laissez-faire c. Authoritarian d. Theory Y

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: C Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Application Answer Location: Democratic Leadership Style | Laissez-Faire Leadership Style Difficulty Level: Difficult AACSB Standard: Interpersonal relations and teamwork 21. Democratic leadership style is described as having what downside? a. It takes more time. b. It negatively impacts followers. c. It hinders creativity. d. It negatively impacts leaders.

Ans: A Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Democratic Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 22. Laissez-faire leadership has been labeled by some as ______. a. bad leadership b. nonleadership c. aggressive leadership d. negative leadership Ans: B Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Laissez-Faire Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 23. Outcomes from laissez-faire leadership are ______. a. directionless followers b. chaos c. frustration d. all of these Ans: D Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Laissez-Faire Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 24. Laissez-faire leaders ______. a. encourage communication between group members and with the leader b. engage in minimal influence over followers c. give objective praise and criticism of workers d. encourage communication between group members and with the leader and give objective praise and criticism of workers Ans: B Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Laissez-Faire Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 25. What theory asserts that workers want to be taken care of and protected by their leaders? a. Theory Y b. Theory X c. Authoritarian d. Democratic Ans: B Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Assumption 3. People Want Security, Not Responsibility Difficulty Level: Medium AACSB Standard: Social responsibility 26. Theory Y managers believe ______. a. the average person is inherently resourceful b. people are more productive when they depend on their bosses c. people have the capacity to engage in a wide range of goal-setting and problem solving d. the average person is inherently resourceful and people have the capacity to engage in a wide range of goal-setting and problem solving Ans: D Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Theory Y Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 27. The primary work on styles of leadership (authoritarian, democratic, laissez-faire) was done by ______.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. McGregor b. Lewin, Lippitt, and White c. Graen and Uhl-Bien d. Burns Ans: B Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Leadership Styles Explained Difficulty Level: Hard AACSB Standard: Leading in organizational situations 28. Which of the following are commonly observed styles of leadership? a. Authoritarian b. Democratic c. Exploratory d. Authoritarian and democratic Ans: D Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Summary Difficulty Level: Easy AACSB Standard: Leading in organizational situations 29. Which of the following describes the laissez-faire leadership style? a. Group members participate in decision making b. Very little is accomplished c. Lets employees know rules and standards for what they are supposed to do d. Leaders are quick to point out inefficiencies Ans: B Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Laissez-Faire Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 30. Democratic leaders ______. a. treat subordinates as fully capable of doing work on their own b. work with subordinates, treating them in an egalitarian manner c. use hierarchy to separate levels of competence d. treat subordinates as fully capable of doing work on their own and work with subordinates, treating them in an egalitarian manner Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Democratic Leadership Style Difficulty Level: Medium AACSB Standard: Group and individual behaviors 31. When followers are left completely on their own with no direction, they become ______. a. frustrated b. happy c. engaged d. goal-driven Ans: A Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Laissez-Faire Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 32. While interning with a company for the summer, you feel the climate is stagnant, four employees out of twelve leave during your three months there, and few employees seem to know whats going on or be engaged in their work. The office would appear to operate under which leadership style? a. Authoritarian b. Democratic c. Laissez-faire d. Theory Y Ans: C Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Application Answer Location: Laissez-Faire Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 33. Jack’s immediate boss lets him set his own schedule, does not offer support or direction, and is generally hands-off. Jack’s boss is following which of the following leadership philosophies? a. Theory X b. Theory Y c. Laissez-faire d. Democratic Ans: C

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Application, comprehension Answer Location: Laissez-Faire Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 34. Helping each subordinate reach their own personal goals is important to ______ leadership. a. democratic b. authoritarian c. laissez-faire d. Theory X Ans: A Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Leadership Styles in Practice Difficulty Level: Easy AACSB Standard: Group and individual behaviors 35. Leaders who exhibit higher amounts of influence over their followers are ______. a. democratic b. authoritarian c. egalitarian d. laissez-faire Ans: B Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Leadership Styles in Practice Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 36. Laissez-faire leadership has what impact on follower productivity? a. Reduces productivity b. Increases productivity c. Maintains productivity d. Ignores productivity Ans: A Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: comprehension Answer Location: Laissez-Faire Leadership Style Difficulty Level: Easy AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 37. According to authoritarian leadership, ______. a. leaders should encourage communication among group members b. leaders need to exert influence and control over group members c. subordinates need direction d. leaders need to exert influence and control over group members and subordinates need direction Ans: D Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: comprehension Answer Location: Authoritarian Leadership Style Difficulty Level: Easy AACSB Standard: Group and individual behaviors, 38. Authoritarian leadership assumes that workers wish to ______ responsibility and prefer to be ______. a. accept; left alone b. avoid; directed c. shirk; scolded d. embrace; congratulated Ans: b Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Authoritarian Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 39. A person who sees work as engaging and satisfying would identify with which philosophy or style? a. Theory X b. Theory Y c. Authoritarian d. Laissez-faire Ans: B Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Theory Y Difficulty Level: Easy AACSB Standard: Group and individual behaviors 40. An organization that maintains formal authority structures while also recognizing individual achievements is known as a ______ organization. a. Theory Z

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. Theory X c. Theory Y d. laissez-faire Ans: A Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Assumption 3. In the Proper Environment, the Average Person Learns to Accept and Seek Responsibility Difficulty Level: Medium AACSB Standard: Leading in organizational situations 41. In their research on leadership styles, Lewin, Lippitt, and White studied the impact of authoritarian, democratic, and laissez-fair styles on what subject group? a. Business executives b. 10-year-old boys c. College students d. Laborers Ans: B Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Leadership Styles Explained Difficulty Level: Hard AACSB Standard: Leading in organizational situations 42. When a new employee is just learning a new job, what style might be the most effective in orienting them to the work? a. Theory Y b. Democratic c. Authoritarian d. Laissez-faire Ans: C Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Application Answer Location: Authoritarian Leadership Style Difficulty Level: Hard AACSB Standard: Social responsibility 43. You meet with your manager for a performance review. The manager previously gave you an objective rubric that they would be using for this review. It is likely that your manager ascribes to ______ leadership. a. authoritarian b. democratic c. laissez-faire

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. Theory X Ans: B Learning Objective: 3.3: Assess your leadership style in different contexts.

Cognitive Domain: Application Answer Location: Democratic Leadership Style Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning 44. Douglas McGregor believed that understanding worker’s motivations was the key to becoming an effective ______. a. manager b. follower c. CEO d. board member Ans: A Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Leadership Philosophies Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 45. A manager who views their subordinates as capable of self-direction and thus provides minimal guidance and support could be a ______ leader. a. democratic b. authoritarian c. Theory Y d. democratic and Theory Y Ans: D Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories. | 3.2: Discuss the authoritarian, democratic, and laissez-faire leadership styles.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Medium AACSB Standard: Group and individual behaviors 46. As a manager you have trained and worked with your team for three years. A new project is assigned to your group, one that is very similar to previous projects the team has accomplished with great success. In this situation it might be appropriate to use ______ leadership. a. Theory X b. authoritarian c. laissez-faire d. Theory X and authoritarian Ans: C

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Application Answer Location: Leadership Styles in Practice Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 47. Victoria Ransom believes that ______ and ______ are important and need to be universally embraced within a company or they will crumble. a. values; culture b. leaders; followers c. profits; customer service d. rules; regulations Ans: A Learning Objective: 3.3: Assess your leadership style in different contexts.

Cognitive Domain: Knowledge Answer Location: Leadership Snapshot Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 48. Leadership styles are not distinct entities, which means a leader may exhibit ______ style in a given situation. a. more than one b. only one c. a democratic d. an authoritarian Ans: A Learning Objective: 3.3: Assess your leadership style in different contexts.

Cognitive Domain: Knowledge Answer Location: Leadership Styles Explained Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 49. In developing his ideas about Theory Z organizations, William Ouchi contrasted individualistic work cultures from American companies with those of more collectivistic ______ companies. a. Brazilian b. English c. Soviet d. Japanese Ans: D Learning Objective: 3.3: Assess your leadership style in different contexts.

Cognitive Domain: Knowledge Answer Location: Assumption 3. In the Proper Environment, the Average Person Learns to Accept and Seek Responsibility Difficulty Level: Hard

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Leading in organizational situations 50. Leadership styles can be thought of as a continuum from high leader influence to low leader influence. High leader influence is associated with Authoritarian styles, while little or no leader influence is ______ style. a. Theory X b. democratic c. Theory Y d. laissez-faire Ans: D Learning Objective: 3.3: Assess your leadership style in different contexts.

Cognitive Domain: Comprehension Answer Location: Leadership Styles in Practice Difficulty Level: Easy AACSB Standard: Leading in organizational situations 51. As an employee you prefer working with a powerful and controlling supervisor. Your followership style is known as ______. a. Theory X followership b. laissez-faire followership c. autocratic followership d. authoritarian followership Ans: D Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Authoritarian Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 52. What style of leadership did coach Herb Brooks use with the 1980 US Olympic hockey team? a. Authoritarian b. Laissez-faire c. Democratic d. Theory Y Ans: A Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Authoritarian Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 True/False 1. Our philosophy of leadership is based on a unique set of beliefs and attitudes about the nature of people and work.

Ans: T Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Knowledge Answer Location: Leadership Philosophy Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. A manager is constantly giving directives to employees and micromanaging them.

This manager engages in Theory Y leadership.

Ans: F Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Application Answer Location: Assumption 2. People Need to be Directed and Controlled Difficulty Level: Easy AACSB Standard: Group and individual behaviors 3. Authoritarian leadership can lead to increased efficiency and clarity in people’s work.

Ans: T Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: comprehension Answer Location: Authoritarian Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 4. The worker who says “If I didn’t need to pay my bills, I would never work” is an example of the Theory Y assumptions.

Ans: F Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Theory X | Theory Y Difficulty Level: Easy AACSB Standard: Group and individual behaviors 5. Leaders who exhibit higher amounts of influence are more democratic.

Ans: F Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: comprehension

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Leadership Styles in Practice Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 6. Democratic leadership results in stronger motivation and greater originality.

Ans: T Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Democratic Leadership Style Difficulty Level: medium AACSB Standard: Interpersonal relations and teamwork 7. Authoritarian, democratic, and laissez-faire are all distinct styles that do not overlap.

Ans: F Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Leadership Styles Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. A professor who persuades students to hand in homework assignments by threatening them with bad grades is an example of Theory X leadership.

Ans: T Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Comprehension Answer Location: Theory X Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork.

9. Democratic leaders give objective praise and criticism.

Ans: T Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Knowledge Answer Location: Democratic Leadership Style Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 10. From the perspective of Theory X, leaders play a significant role in getting others to accomplish their work.

Ans: T Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Explain leadership philosophies.

Cognitive Domain: Comprehension Answer Location: Theory X Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 11. Laissez-faire leaders are almost always ineffective.

Ans: F Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles.

Cognitive Domain: Comprehension Answer Location: Laissez-Faire Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork Essay 1. Are you a Theory X Leader, or a Theory Y Leader? Support your answer with specific examples.

Ans: Theory X: The average person dislikes work and will avoid it if possible; people need to be directed and controlled; people want security, not responsibility.

Theory Y: The average person does not inherently dislike work. Doing work is as natural as play; People will show responsibility and self-control towards goals to which they are committed; in the proper environment the average person learns to accept and seek responsibility.

Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories. | 3.3: Assess your leadership style in different contexts.

Cognitive Domain: Application Answer Location: Theory X | Theory Y Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork.

2. Analyze authoritarian leadership style for the positive and negative aspects of its outcomes. When would you utilize this style, when would you not?

Ans: On the positive side, it is efficient and productive. Authoritarian leaders give direction and clarity to people’s work and accomplish more in a shorter period.

Furthermore, authoritarian leadership is useful in establishing goals and work standards. On the negative side, it fosters dependence, submissiveness, and a loss of individuality. The creativity and personal growth of subordinates may be hindered. It is possible that, over time, subordinates will lose interest in what they are doing and become dissatisfied with their work. If that occurs, authoritarian leadership can create discontent, hostility, and even aggression.

Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles. | 3.3: Assess your leadership style in different contexts.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension | Application | Analysis Answer Location: Authoritarian Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 3. Are there times when authoritarian leadership style becomes unethical? Provide examples to support your arguments.

Ans: In addition, authoritarian leadership can become abusive leadership, where these leaders use their influence, power and control for their personal interests or to coerce followers to engage in unethical or immoral activities. For example, a coach who withholds playing time from athletes who openly disagree with his play calls or a boss that requires salaried employees to work up to 20 hours of overtime each week or “be replaced with someone who will” are both examples of the dark side of authoritarian leadership.

Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles. | 3.3: Assess your leadership style in different contexts.

Describe how leadership styles function in practice.

Cognitive Domain: Application | Analysis Answer Location: Authoritarian Leadership Style Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 4. Discuss and analyze Victoria Ransom’s leadership from the Leadership Snapshot.

Which leadership style do you think she most closely practices?

Ans: Victoria Ransom likely practices democratic leadership.

Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles. | 3.3: Assess your leadership style in different contexts.

Describe how leadership styles function in practice.

Cognitive Domain: Analysis | Application Answer Location: Leadership Snapshot Difficulty Level: Hard AACSB Standard: Group and individual behaviors 5. Distinguish between a philosophy of leadership and a style of leadership. How do they inform each other?

Ans: Your leadership style is driven by your personal leadership philosophy.

Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories. | 3.2: Discuss the authoritarian, democratic, and laissez-faire leadership styles. | 3.3: Assess your leadership style in different contexts.

Describe how leadership styles function in practice.

Cognitive Domain: Comprehension | Application | Analysis Answer Location: Leadership Philosophy | Explained Leadership Styles Explained Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 6. Why does the democratic style of leadership promote greater creativity among employees than the other styles of leadership?

Ans: People are motivated to pursue their own talents under the supportive structure of democratic leadership.

Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles. | 3.3: Assess your leadership style in different contexts.

Describe how leadership styles function in practice.

Cognitive Domain: Comprehension | Application Answer Location: Democratic Leadership Style Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 7. Under what circumstances can the laissez-fair style of leadership work? Have you experience laissez-faire leadership? Were the outcomes positive or negative in your experience?

Ans: See example in last paragraph of “Laissez-faire leadership style” Learning Objective: 3.2: Compare and contrast authoritarian, democratic, and laissezfaire leadership styles. | 3.3: Assess your leadership style in different contexts.

Describe how leadership styles function in practice.

Cognitive Domain: Comprehension | Application Answer Location: Laissez-Faire Leadership Style Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 8. Briefly discuss two assumptions of Theory Y Ans: People like work; People are self-motivated; People accept and seek responsibility.

Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Knowledge | Comprehension Answer Location: Theory Y Difficulty Level: Easy AACSB Standard: Group and individual behaviors 9. Briefly discuss two assumptions of Theory X Ans: People dislike work; People need to be directed and controlled; People want security, not responsibility.

Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories.

Cognitive Domain: Knowledge | Comprehension Answer Location: Theory X Difficulty Level: Easy AACSB Standard: Group and individual behaviors 10. How does Laissez-Faire leadership compare to Theory X and Theory Y?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: The laissez-faire leadership style is dissimilar to both Theory X and Theory Y. Laissez-faire leaders do not try to control followers as Theory X leaders do, and they do not try to nurture and guide followers as Theory Y leaders do. Laissez-faire stands alone as a style of leadership; some have labeled it nonleadership. The laissez-faire leader is a nominal leader who engages in minimal influence.

Learning Objective: 3.1: Analyze the implications of Douglas McGregor’s two general theories. | 3.2: Compare and contrast authoritarian, democratic, and laissez-faire leadership styles. | 3.3: Assess your leadership style in different contexts.

Describe how leadership styles function in practice.

Cognitive Domain: Comprehension | Application Answer Location: Theory X | Theory Y | Laissez-Faire Leadership Style Difficulty Level: Medium AACSB Standard: Group and individual behaviors 11. Distinguish between authoritarian leadership, autocratic leadership, and authoritarian followership.

Ans: Autocratic leadership concentrates authority and power in the leader; leadership is not shared. Authoritarian leadership uses a domineering style that generally has negative outcomes, especially when people want to participate and contribute to group solutions. This style can be useful, however, when a group clearly needs direction, faces an external threat or is under time pressure. Followers who have a psychological mindset that leads them to seek out powerful leaders are identified as authoritarian followers.

Learning Objective: 3.2 Compare and contrast authoritarian, democratic, and laissezfaire leadership styles. | 3.3: Assess your leadership style in different contexts.

Describe how leadership styles function in practice.

Cognitive Domain: Comprehension | Application Answer Location: Authoritarian Leadership Style Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 4: Attending to Task and Relationships Test Bank Multiple Choice 1. The essence of leadership behaviors has two dimensions: ______ and ______. a. leaders; followers b. task; relationships c. strengths; weaknesses d. realized strengths; unrealized strengths Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Group and individual behaviors 2. Our personal styles on task and relationship are influenced by ______. a. past experiences b. current context c. who we are as people d. all of these Ans: D Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Group and individual behaviors 3. Task-oriented people are ______. a. goal-oriented b. people-oriented c. democratic leaders d. people-oriented and democratic leaders Ans: A Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Task and Relationship Styles Explained Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 4. According to Rohrlich attending to ______ gives people a sense of control and selfmastery.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. relationships b. tasks c. strengths d. schedules Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Task Style Difficulty Level: Easy AACSB Standard: Group and individual behaviors 5. Your college roommate labels each of their binders and notebooks, color codes their planner, and has several to-do lists for different aspects of life. Your roommate is exhibiting strong ______. a. strengths orientation b. relationship orientation c. task orientation d. lassiez-faire style Ans: C Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Task Style Difficulty Level: Easy AACSB Standard: Group and individual behaviors 6. According to the author, relationship leadership behavior is about all of the following except ______. a. treating followers with dignity and respect b. assisting the group in reaching its goals c. building relationships and helping people get along d. making the work setting a pleasant environment Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Relationship Leadership Difficulty Level: Easy AACSB Standard: Group and individual behaviors 7. Within an organization, relationship leadership and concern for people includes all of the following except ______. a. providing good working conditions b. maintaining a fair salary structure c. promoting good social relations d. valuing employees’ uniqueness Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Relationship Leadership Difficulty Level: Hard AACSB Standard: Group and individual behaviors 8. Concern for production includes all of the following except ______. a. policy decisions b. new product development c. workload sales volume d. building camaraderie Ans: D Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Task Leadership Difficulty Level: Easy AACSB Standard: Leading in organizational situations 9. The aspect of relationship leadership which includes building camaraderie, respect, trust, and regard between leaders and followers is ______. a. consideration behavior b. employee orientation c. concern for people d. concern for production Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Group and individual behaviors 10. A manager initiates one-on-one meetings to get to know their subordinates better and dedicates a portion of each meeting to knowing what their employees are like in their personal lives and needs, and what makes them unique. They are exhibiting relationship leadership through ______. a. consideration behavior b. employee orientation c. concern for people d. production orientation Ans: B Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Relationship Leadership Difficulty Level: Hard

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Group and individual behaviors 11. When a leader organizes work, defines roles and responsibilities, and schedules work activities, they are ______. a. orienting workers to production means b. initiating structure c. showing concern for production d. teambuilding Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Task Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 12. The unique habits regarding work and play that have been ingrained in us over many years is known as ______. a. personal styles b. interpersonal styles c. collective styles d. strengths orientation Ans: A Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Group and individual behaviors 13. A commonality among task leadership behaviors is ______. a. making everyone feels comfortable in the workplace b. building camaraderie among followers c. influencing people towards goal achievement d. increasing profitability Ans: C Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Task Leadership Difficulty Level: Medium AACSB Standard: Group and individual behaviors 14. A new co-worker makes sure to stop by and chat with each person at the start of the day and greatly values working with others on projects. This person appears to have a high _____ orientation. a. task b. relationship c. strengths

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. task and strengths Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Relationship Style Difficulty Level: Easy AACSB Standard: Group and individual behaviors 15. A master glass blower who focuses on his workers’ production quality, training, technical skill and development of new and interesting designs is attending to which label of task leadership? a. Initiating structure b. Production orientation c. Concern for production d. Employee orientation Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Application Answer Location: Task Leadership Difficulty Level: Hard AACSB Standard: Leading in organizational situations 16. ______ behavior is essential to each person’s effective leadership performance. a. Task-oriented b. Integrity-oriented c. Structure-oriented d. Trait-oriented Ans: A Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Task and Relationship Styles Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 17. Relationship leadership behaviors help subordinates feel comfortable with ______. a. themselves b. their co-workers c. different situations d. all of these Ans: D Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Relationship Leadership Difficulty Level: Easy AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 18. Change behaviors include ______. a. visioning b. team building c. risk taking d. visioning and risk taking Ans: D Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 19. The most effective leaders recognize and adapt to ______. a. follower’s needs b. market conditions c. their own desires d. learned behaviors Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 20. Leaders should exhibit task orientation when followers ______. a. need affiliation b. are not comfortable with the group c. are confused and directionless d. need affiliation and are not comfortable with the group Ans: C Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 21. Leaders should exhibit relationship orientation when followers ______. a. are unclear on goals b. need attachment to the group c. are lost d. have ill-defined roles Ans: B

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application, comprehension Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 22. A supervisor who was only concerned with the work getting done on time without paying attention to employee’s concerns is ______. a. production orientation b. employee orientation c. consideration behavior approach d. none of these Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Task Leadership Difficulty Level: Easy AACSB Standard: Group and individual behaviors 23. A focus on employee needs and concerns would be consistent with what? a. Production orientation b. Employee orientation c. Consideration behavior d. Employee orientation and consideration behavior Ans: D Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 24. I much prefer “being” rather than “doing.” I am not an organized, goal-oriented person. I probably am a ______. a. task-oriented leader b. production-oriented leader c. relationship-oriented leader d. poor leader Ans: C Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Relationship Style Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 25. Matt likes things to be in order. On every Saturday, Matt goes grocery shopping, does the laundry, and cleans his house, all by 11:00 am. Matt is probably ______. a. production-oriented b. employee-oriented c. task-oriented d. production-oriented and task-oriented Ans: D Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Task Style Difficulty Level: Hard AACSB Standard: Group and individual behaviors 26. Your boss is continually talking to you about the technical aspects of your job and how to do them properly. She is probably taking a(n) ______. a. production orientation b. employee orientation c. consideration behavior approach d. none of these Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Task Style Difficulty Level: Medium AACSB Standard: Leading in organizational situations 27. When would be an appropriate time to use more of a task-oriented leadership style? a. You have an experienced team b. Your team is immature c. Your team is confused about the task d. Your team is immature and confused about the task Ans: D Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Comprehension Answer Location: Task Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 28. According to Stogdill ______ includes building camaraderie, trust, respect, and liking between leaders and followers. a. task orientation b. consideration behavior c. production orientation

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. intimating structure Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Task Leadership Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 29. At its core, relationship orientation is about what? a. Treating followers with dignity and respect b. Making the work setting a pleasant place to be c. Building relationships and helping people get along d. All of these Ans: D Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge | comprehension Answer Location: Relationship Leadership Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 30. According to research, which of the following is not a behavior found to be part of consideration behavior? a. Camaraderie b. Trust c. Organization d. Mutual regard Ans: C Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Relationship Leadership Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 31. A supervisor who was concerned with building trust, providing good working conditions, and maintaining a fair salary structure would be exhibiting ______. a. concern for people b. production orientation c. naïveté d. all of these Ans: A Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 32. Defining roles, organizing work, and scheduling work activities would be consistent with ______. a. initiating structure b. overcompensation c. employee orientation d. all of these Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Task Leadership Difficulty Level: Easy AACSB Standard: Group and individual behaviors 33. Employee orientation involves all of the following except ______. a. valuing worker’s uniqueness b. giving special attention to worker’s needs c. helping workers reach their production goals d. taking an interest in workers as human beings Ans: C Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 34. A focus on quality control initiatives would be consistent with what? a. Employee orientation b. Production orientation c. Relationship leadership d. Positive attitude Ans: B Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Task Leadership Difficulty Level: Easy AACSB Standard: Leading in organizational situations 35. According to the text, what affects the balance of task to relationship oriented leadership behaviors that one employs? a. Personal style b. Personal traits c. Genetic predisposition

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. All of these Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Task and Relationship Styles in Practice Difficulty Level: Hard AACSB Standard: Group and individual behaviors 36. In which of the following ways has relationship-oriented leadership been characterized? a. Consideration behavior b. Concerned for people c. Employee orientation d. All of these Ans: D Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Relationship Leadership Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 37. A teacher having each student introduce themselves to every other student in the class is an example of primarily what? a. Production orientation b. Task leadership c. Initiating structure d. Relationship leadership Ans: D Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension | Application Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 38. Which type of leadership is critically important in a company with a large number of newly hired employees who are not accustomed to their roles and responsibilities? a. Democratic leadership b. Task leadership c. Laissez-faire leadership d. Relationship leadership Ans: B Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Application Answer Location: Task Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 39. Building camaraderie and trust is consistent with ______. a. consideration behavior b. initiating structure c. employee orientation d. concern for people Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 40. Whether or not a leader has a task-oriented style, some ______ is always required. a. negotiation b. strengths perspective c. task leadership d. none of these Ans: C Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Task Leadership Difficulty Level: Easy AACSB Standard: Group and individual behaviors 41. A professor introducing and describing the role of their Teaching Assistant would be an example of ______. a. employee orientation b. consideration behavior c. concern for people d. initiating structure Ans: D Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Task Leadership Difficulty Level: Medium AACSB Standard: Group and individual behaviors 42. A manager who is highly task-oriented might have challenges with ______.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. relationship leadership b. initiating structure c. production orientation d. concern for production Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 43. Effective leadership requires that leaders be both ______ and ______. a. strength-oriented; weakness-oriented b. task-oriented; relationship-oriented c. production-focused; profit-motivated d. laissez-faire; goal-driven Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 44. A coaches who forces students to do drills to the point of exhaustion to improve physical performance, but who then caringly listen to personal problems is balancing ______. a. democratic and authoritarian leadership b. unrealized strengths and weaknesses c. task and relationship leadership d. laissez-faire and authoritarian leadership Ans: C Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Relationship Leadership Difficulty Level: Hard AACSB Standard: Group and individual behaviors 45. Change behaviors are closely linked to leadership skills and ______. a. strengths b. talents c. vision d. planning Ans: C

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 46. A new manager has been in their role for three months. They take time each day to get to know and socialize with their team, and are often meeting with employees to discuss various challenges they are facing. However, work efficiency is down and project deadlines are not being met. It is likely that this manager is disproportionately ______ in their leadership style. a. relationship-oriented b. task-oriented c. authoritarian d. laissez-faire Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 47. Mick Wilz in the Leadership Snapshot is an example of which kind of leadership? a. Task leadership b. Relationship Leadership c. Laissez-faire leadership d. Strengths-based leadership Ans: B Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Leadership Snapshot Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 48. ______ sharpens our self-image and helps us define ourselves. a. Achievement b. Failure c. The world around us d. Mentors Ans: A Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Task Style

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Group and individual behaviors 49. Task-oriented people want to ______. a. be liked b. relate to others c. achieve d. feel supported by others Ans: C Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Task and Relationship Styles Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 50. Relationship-oriented people want to ______. a. achieve goals b. connect with others c. master skills d. become self-aware Ans: B Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Task and Relationship Styles Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 51. According to recent research, what lingering social expectations exist for women leaders in the US workplace? a. They should be more relational than task-oriented. b. They should be more task-oriented than relational. c. They should be more assertive. d. They should be more confident.

Ans: A Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Task and Relationship Styles in Practice Difficulty Level: Medium AACSB Standard: Group and individual behaviors True/False 1. A major difference between task-oriented people and relationship-oriented people is that relationship-oriented people are not as goal-directed.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: T Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Relationship Style Difficulty Level: Easy AACSB Standard: Group and individual behaviors 2. Employee orientation refers to how a leader organizes work, defines role responsibilities, and schedules work activities.

Ans: F Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Group and individual behaviors 3. Personal style influences the degree to which one exhibits task or relationship leadership.

Ans: T Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Group and individual behaviors 4. Concern for people includes actions such as building trust and providing good working conditions.

Ans: T Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Relationship Leadership Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 5. Task leadership can be thought of as any behavior that influences people toward goal achievement.

Ans: T Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Task Leadership Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 6. Building camaraderie is part of initiating structure in a group or organization.

Ans: F Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Relationship Leadership | Task Leadership Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 7. A leader who views leadership as production orientation pays attention to new product development, workload matters, and sales volume.

Ans: T Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge Answer Location: Task Leadership Difficulty Level: Easy AACSB Standard: Group and individual behaviors 8. Showing genuine concern for an employee taking sick leave is an example of initiating structure.

Ans: F Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Task Leadership Difficulty Level: Easy AACSB Standard: Group and individual behaviors 9. The amount of task or relationship orientation a leader should use will not change with the situation.

Ans: F Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Paragraph 4 after Box 5.1 Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 10. All of us have developed unique habits regarding work and play, which have been ingrained over many years.

Ans: T Learning Objective: 4.1: Compare task- and relationship-oriented styles.

Cognitive Domain: Knowledge Answer Location: Introduction

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Easy AACSB Standard: Group and individual behaviors 11. Men and women are perceived similarly by observers when they use task-oriented leadership.

Ans: F Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension Answer Location: Task and Relationship Styles in Practice Difficulty Level: Easy AACSB Standard: Group and individual behaviors Essay 1. Briefly define the behaviors that comprise task leadership. What is the common thread among them?

Ans: For example, some have labeled task leadership as initiating structure, which means the leader organizes work, defines role responsibilities, and schedules work activities (Stogdill, 1974). Others have labeled task leadership as production orientation, which means the leader stresses the production and technical aspects of the job (Bowers & Seashore, 1966). From this perspective, the leader pays attention to new product development, workload matters, and sales volume, to name a few aspects. A third label for task leadership is concern for production (Blake & Mouton, 1964). It includes policy decisions, new product development, workload, sales volume, or whatever the organization is seeking to accomplish.

In short, task leadership occurs any time the leader is doing something that assists the group in reaching its goals.

Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge | Comprehension Answer Location: Task Leadership Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. Propose a situation in which one’s personal style is in conflict with the kind of leadership one's followers need. How should a leader handle this challenge?

Ans: Answers will vary.

Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application | Analysis Answer Location: Task and Relationship Styles in Practice Difficulty Level: Hard AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 3. Identify your preferred leadership style. Which of the leadership concepts we have discussed so far best explains this preference: your traits, your beliefs about the nature of people, your beliefs about the nature of work, your upbringing, or your habits?

Ans: Answers will vary.

Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application | Analysis Answer Location: Task and Relationship Styles Explained Difficulty Level: Hard AACSB Standard: Group and individual behaviors 4. Briefly define the behaviors that comprise relationship leadership. What is the common thread among them?

Ans: It has been labeled by some researchers as consideration behavior (Stogdill, 1974), which includes building camaraderie, respect, trust, and regard between leaders and followers. Other researchers describe relationship leadership as having an employee orientation (Bowers & Seashore, 1966), which involves taking an interest in workers as human beings, valuing their uniqueness, and giving special attention to their personal needs. Another line of research has simply defined relationship leadership as being concern for people (Blake & Mouton, 1964). Within an organization, concern for people includes building trust, providing good working conditions, maintaining a fair salary structure, and promoting good social relations.

Essentially, relationship leadership behavior is about three things: (1) treating followers with dignity and respect, (2) building relationships and helping people get along, and (3) making the work setting a pleasant place to be. Relationship leadership behavior is an integral part of effective leadership performance.

Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge | Comprehension Answer Location: Relationship Leadership Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 5. As a follower, which leadership behavior would you like your leader to use? Why? Ans: Answers will vary.

Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Knowledge | Comprehension | Application Answer Location: Task Leadership | Relationship Leadership Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 6. Discuss the perspectives presented in the “Student Perspectives on Task and Relationship Styles.” Which is more compelling to you?

Ans: Answers will vary.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Box 4.1: Compare task- and relationship-oriented styles.

Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 7. Differentiate among task, relationship, and change behaviors. How does a leader know when to engage in which behaviors?

Ans: Change behaviors. Based on an analysis of a large number of earlier leadership measures, the researchers found that change behaviors included: visioning, intellectual stimulation, risk-taking, and external monitoring. This category of behaviors has been less prominent in the leadership literature but still a valuable way to characterize what leaders do. Change behaviors are closely related to the leadership skills and vision -Consideration behavior, employee orientation, concern for people -Initiating structure, production orientation, concern for production Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application | Analysis Answer Location: Task Leadership | Relationship Leadership Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 8. Discuss the leadership of Mick Wilz from the leadership snapshot. What aspects made him successful? Which aspects of his leadership would you want to enact in your own style?

Ans: Mick Wilz used a democratic style by involving employees in designing the new layout and hearing their suggestions. He also approaches situations with compassion, given the challenges he has faced with his dyslexia. These examples show that Wilz is a relationship-oriented leader.

Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension | Application Answer Location: Leadership Snapshot Difficulty Level: Medium AACSB Standard: Group and individual behaviors 9. Analyze your personal style for biases of task or relationship. Where does your bias come from, how do you lead through your bias? Incorporate themes from task and relationship leadership.

Ans: Answers will vary.

Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Analysis | Application Answer Location: Task and Relationship Styles Explained

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Hard AACSB Standard: Group and individual behaviors 10. Compare and contrast employee orientation with production orientation. How are they similar and how are they different? In which case would you as a leader need to be attentive to both perspectives?

Ans: Employee orientation is a relationship-focused approach that can help build trusts and connections, whereas a production-orientation focuses more on achieving goals, which is important to maintaining high standards and requiring results. One environment in which a leader would need to practice both styles would be in a situation where the work is complex, unfamiliar and demanding. In such a scenario, the leader would need to challenge followers to produce the results while also providing support to help them through the stress of a challenge.

Learning Objective: 4.1: Compare task- and relationship-oriented styles. | 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Comprehension | Application | Analysis Answer Location: Task Leadership | Relationship Leadership Difficulty Level: Medium AACSB Standard: Group and individual behaviors 11. Discuss how the perceptions of followers can affect the way men and women lead in the work place.

Ans: Men and women use both styles of leadership but are not perceived the same way by observers when they use these styles. In order to be seen as effective leaders, women need to be especially conscious of how they balance the two styles. There are still lingering expectations for women leaders to be more relational than task-oriented.

At the same time, using more relational leadership may make women seem less confident or authoritative than their male counterparts. Some women leaders start by being more relational in order to build trust and then use their task skills and authority to accomplish goals. The effect on followers is to align their interests and influence them to work on common goals while also building leader-follower relationships.

Learning Objective: 4.2: Discuss the importance of both task- and relationship-oriented behaviors for effective leadership.

Cognitive Domain: Application Answer Location: Paragraph 3 of Task and Relationship Styles in Practice Difficulty Level: Hard AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 5: Developing Leadership Skills Test Bank Multiple Choice 1. Which of the following administrative skills can be thought of as “management by walking around”? a. Managing resources b. Showing technical competence c. Managing people d. All of these Ans: C Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Knowledge Answer Location: Managing People Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. Skills like managing the budget, scheduling employees, assigning projects to work groups throughout your organization, and running staff meetings are all examples of ______. a. interpersonal skills b. administrative skills c. strategic planning d. creating a vision Ans: B Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Comprehension Answer Location: Administrative Skills Explained Difficulty Level: Medium AACSB Standard: Leading in organizational situations | Social responsibility 3. Which of the following is NOT an aspect of managing people? a. Dealing with urgent staff matters b. Responding to staff members’ requests c. Motivating people to do their best d. Funding a new staff incentive program Ans: D Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Managing People Difficulty Level: Medium AACSB Standard: Leading in organizational situations 4. Sarah’s company, “All About Fit,” is looking to expand by adding a men’s clothing line to their highly successful women’s line. She needs to hire a manager to oversee production and inventory for the line. She should be looking for someone with high ______. a. technical competence b. technical competence and interpersonal skills c. conceptual skills d. none of these Ans: B Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Application Answer Location: Showing Technical Competence | Interpersonal Skills Explained Difficulty Level: Hard AACSB Standard: Leading in organizational situations 5. When an orchestra conductor oversees rehearsals, they are demonstrating this type of competence. a. Administrative competence b. Interpersonal competence c. Technical competence d. Interpersonal competence and technical competence Ans: C Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Knowledge Answer Location: Showing Technical Competence Difficulty Level: Easy AACSB Standard: Group and individual behaviors 6. Being able to effectively oversee and allocate an organization’s assets is an important skill for leaders to have because ______. a. ultimately the leader is responsible for resource management b. the followers cannot be trusted to manage themselves c. it is important for leaders to be seen as the one in charge of the money d. none of these Ans: A Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Comprehension Answer Location: Managing Resources Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Leading in organizational situations 7. Leadership skills refer to ______. a. attributes one is born with that cannot be developed b. learned competencies to influence others c. behaviors demonstrated over time d. personal attributes one develops over time Ans: B Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Leading in organizational situations

8. George is one of six resident assistants for a hall of 350 first-year students. He has been assigned to take care of the monthly hall activity. He effectively created a committee, secured a location and budget, and got all paperwork approved and signed.

George’s actions demonstrate competence in ______. a. being socially perceptive b. showing emotional intelligence c. managing people d. managing resources Ans: D Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Application Answer Location: Managing Resources Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. ______ skills are central to creating a strategic plan for an organization. a. Conceptual b. Interpersonal c. Creating vision d. Administrative Ans: A Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Knowledge Answer Location: Strategic Planning Difficulty Level: Medium AACSB Standard: Group and individual behaviors 10. Technical competence is also known as ______.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. functional competence b. administrative competence c. information competence d. none of these Ans: A Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Knowledge Answer Location: Showing Technical Competence Difficulty Level: Easy AACSB Standard: Leading in organizational situations 11. Which of the following is NOT a dimension of interpersonal skills? a. Being socially perceptive b. Managing conflict c. Showing emotional intelligence d. None of these, they are all a dimension of interpersonal skills Ans: D Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Interpersonal Skills in Practice Difficulty Level: Easy AACSB Standard: Group and individual behaviors 12. Having an awareness of how people are motivated is a component of ______. a. showing emotional intelligence b. being socially perceptive c. creating a vision d. none of these Ans: B Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension Answer Location: Being Socially Perceptive Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 13. In the text, moving the University of Michigan’s graduation to Eastern Michigan University is an example of a lack of ______. a. emotional intelligence b. effective problem-solving c. social perceptiveness d. none of these Ans: C

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension Answer Location: Being Socially Perceptive Difficulty Level: Medium AACSB Standard: Leading in organizational situations 14. Being socially perceptive includes ______. a. understanding the needs, goals, and demands of different organizational constituencies b. an awareness of how people are motivated c. how people react to change in their lives d. all of these Ans: D Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Being Socially Perceptive Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 15. According to the text, which of the following is considered to be an interpersonal leadership skill? a. Problem-solving b. Managing conflicts c. Creating vision d. All of these Ans: B Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension Answer Location: Interpersonal Skills in Practice Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 16. Which of the following is NOT a dimension of emotional intelligence? a. Understanding one’s own emotions b. Managing emotions in relations with others c. Understanding the emotions of others d. None of these, all are dimensions of emotional intelligence Ans: D Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension Answer Location: Showing Emotional Intelligence Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Interpersonal relations and teamwork 17. Sam is the manager of a small, regional ice cream company. As part of the staff training he leads each year, Sam has all of his employees engage in activities focused on learning about how to appropriately respond to others’ wants and needs. This is an example of ______. a. putting emotions to good use b. becoming aware of their own emotions c. becoming aware of the emotions of others d. all of these Ans: C Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Application Answer Location: Showing Emotional Intelligence Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 18. To enhance emotional intelligence, leaders should ______. a. express their extreme emotions b. become aware of the emotions of others c. learn how to regulate their own emotions d. become aware of the emotions of others and learn how to regulate their own emotions Ans: D Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Showing Emotional Intelligence Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 19. The underlying premise of emotional intelligence is ______. a. being sensitive to your own emotions helps you understand your impact on others b. being sensitive to your own emotions helps you better explain what you want from others c. you first need to know yourself before you can lead d. none of these Ans: A Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension Answer Location: Showing Emotional Intelligence Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 20. Being aware of the emotions of others is also known as having ______. a. sympathy b. understanding c. control d. empathy Ans: D Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Showing Emotional Intelligence Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 21. Your boss makes an intentional effort to understand the emotion or mood of the office at all times. Your boss uses that information when assigning team members to specific projects or when communicating with the team as a whole or as individuals.

These behaviors are examples of ______. a. showing emotional intelligence b. managing conflict c. managing people d. managing resources Ans: A Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension/Application Answer Location: Showing Emotional Intelligence Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 22. If conflict is managed correctly, results can include ______. a. creative problem solving b. strengthening leader-follower and team member relationships c. reduction of stress d. all of these Ans: D Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Handling Conflict Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 23. Conflict creates a need for and is a result of ______. a. compromise b. bad attitudes c. change

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. poor leadership Ans: C Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Handling Conflict Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 24. Problem-solving skills include ______. a. not dismissing any possible solution as unworthy b. recognizing the problem c. doing something about the problem d. all of these Ans: D Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Problem Solving Difficulty Level: Medium AACSB Standard: Group and individual behaviors 25. This is Donnie’s first semester taking a leadership course. He is always thought of himself as a leader but he is taking this class because he wants to think more critically about leadership as an academic discipline or philosophy. Donnie is displaying a need to develop his ______. a. conceptual skills b. critical thinking skills c. interpersonal skills d. none of these Ans: A Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges Cognitive Domain: Comprehension Answer Location: Conceptual Skills Explained Difficulty Level: Medium AACSB Standard: Group and individual behaviors 26. Which of the following is NOT an example of a conceptual skill as outlined in your text? a. Problem solving b. Critical thinking c. Creating vision d. Strategic planning Ans: B Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Conceptual Skills in Practice

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Easy AACSB Standard: Group and individual behaviors 27. ______ precedes everything else in the problem-solving process. a. Establishing all of the possible outcomes b. Establishing all of the possible solutions c. Figuring out who is responsible for the problem d. Figuring out the exact nature of the problem Ans: D Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Step 1: Identify the Problem Difficulty Level: Medium AACSB Standard: Social responsibility 28. Amanda needs to cut 10% of her operating budget by the end of the fiscal year. She asked her team members to create alternatives to help her do so. She now has five very different solutions and she needs to select the best one for the team. According to your text, Amanda should ______. a. select the solution that causes the least amount of conflict b. examine the relative strengths and weaknesses of each solution c. pick the solution that gives her the most benefit personally d. consider alternatives her team did not bring to the table Ans: B Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Application Answer Location: Step 3: Select the Best Solution Difficulty Level: Hard AACSB Standard: Leading in organizational situations 29. The key to effectively solving any problem is ______. a. identifying the cause of the problem b. getting as many solutions as possible c. selecting the best solution to the problem d. doing nothing and waiting for the problem to go away on its own Ans: C Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Step 3: Select the Best Solution Difficulty Level: Medium AACSB Standard: Leading in organizational situations 30. The solution we choose for a problem is important because it impacts how we ______. a. feel about the outcome of our problem solving b. look as a leader, good or bad

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. are examined evaluated for promotion or additional responsibilities d. none of these Ans: A Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Step 3: Select the Best Solution Difficulty Level: Medium AACSB Standard: Leading in organizational situations 31. According to the text, implementing a solution means adapting the change to the ______ and ______ of those being affected by the change. a. wants; needs b. leadership style; communication preference c. communication preference; needs d. wants; leadership style Ans: A Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Step 4: Implement the Solution Difficulty Level: Easy AACSB Standard: Leading in organizational situations 32. When trying to solve a problem, it is best to ______. a. try all of the possible solutions at the same time b. carefully and systematically try the solutions c. always defer to one’s supervisor d. try to solve it on your own Ans: B Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Step 4: Implement the Solution Difficulty Level: Medium AACSB Standard: Leading in organizational situations 33. Marcus collects classic cars. He recently found a 1965 Ford Mustang convertable for sale. The current owner tells him the car makes an odd grinding noise but that he has taken the car to three mechanics and none of them can identify the problem. Even though Marcus is not a mechanic, he knows he can solve the problem, so he buys the car. His strategy is to take the engine apart, clean everything, and put it all back together. Marcus’ behavior is an example of ______. a. having a strategic plan b. identifying the problem c. taking a risk to solve a problem d. none of these Ans: C Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Application Answer Location: Step 4: Implement the Solution Difficulty Level: Hard AACSB Standard: Leading in organizational situations 34. Being strategic requires developing careful plans of action based on ______. a. knowing more than anyone else on the team b. being able to influence others to your point of view c. how much money you have to spend of the solution d. available resources and personnel Ans: D Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Strategic Planning Difficulty Level: Easy AACSB Standard: Leading in organizational situations 35. The point of strategic planning is to ______. a. make sure you win and your competition loses b. develop a plan of action to achieve a goal c. spend the least amount of money on a solution d. think of all the possible solutions before choosing one Ans: B Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Strategic Planning Difficulty Level: Medium AACSB Standard: Leading in organizational situations 36. Which of the following is NOT part of strategic planning? a. The ability to learn b. The capacity to adapt c. The ability to ask critical questions d. Managerial wisdom Ans: C Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Strategic Planning Difficulty Level: Easy AACSB Standard: Leading in organizational situations 37. Being able to accept failure is a key aspect of ______. a. the ability to learn b. the capacity to adapt c. the ability to ask critical questions d. effectively dealing with conflict

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: A Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Strategic Planning Difficulty Level: Easy AACSB Standard: Group and individual behaviors 38. Strategic planning is primarily a(n) ______. a. affective activity b. cognitive activity c. meditative activity d. personal activity Ans: B Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Strategic Planning Difficulty Level: Easy AACSB Standard: Group and individual behaviors 39. Conceptual skills are important to leaders because ______. a. they are needed to help shape an organization b. leaders need to be great thinkers c. only smart people can be effective leaders d. all of these Ans: A Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Conceptual Skills Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 40. Strategic planning is a multifaceted process. Which of the following would not be part of a strategic sales pitch? a. Knowing how to fix your product if it fails b. Knowing the right people to whom to pitch the product c. Knowing the goals and direction of your company d. Knowing the size of your potential market Ans: A Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Strategic Planning Difficulty Level: Medium AACSB Standard: Leading in organizational situations 41. For a leader to create a vision, he or she must be able to ______. a. set forth a picture of the future that is better than the present

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. move others towards a new set of ideals and values that will lead to the future c. be able to implement the vision and model the principles set forth in the vision d. all of these Ans: D Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Creating Vision Difficulty Level: Easy AACSB Standard: Leading in organizational situations 42. Being able to describe the organization’s ideal future and encourage others in its pursuit is an example of ______. a. handling conflict b. managing people c. creating vision d. problem solving Ans: C Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Creating Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 43. Juan is running for Student Body President. One of the aspects of his platform is the way parking passes are distributed to students. He believes seniors should be given priority over all other students, with juniors next, then graduate students, with sophomores getting all of the remaining passes. He does not believe freshmen need to have a car, as all freshmen are required to live on campus. As he has spoken to campus organizations, he has repeatedly painted a visual of how much better campus would be under his plan. This is an example of ______. a. handling conflict b. creating vision c. strategic planning d. managing resources Ans: B Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Application Answer Location: Creating Vision Difficulty Level: Hard AACSB Standard: Leading in organizational situations 44. Of the following choices, which is NOT an administrative skill? a. Managing people b. Strategic planning c. Managing resources d. Showing technical competence

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: B Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Administrative Skills in Practice Difficulty Level: Easy AACSB Standard: Group and individual behaviors 45. Which of the following is NOT considered to be an administrative skill? a. Managing resources b. Managing people c. Handling conflict d. Managing resources and managing people Ans: C Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Administrative Skills in Practice Difficulty Level: Medium AACSB Standard: Leading in organizational situations 46. Athletic coaches take the knowledge of their players and the ability to create game plans in order to compete with the opposing team. This is an example of ______. a. strategic planning b. managing resources c. managing people d. handling conflict Ans: A Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Application Answer Location: Strategic Planning Difficulty Level: Hard AACSB Standard: Leading in organizational situations 47. Resources in an organization can include which of the following? a. Money b. Space c. People d. All of these Ans: D Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Knowledge Answer Location: Managing Resources Difficulty Level: Easy AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 48. Effective leaders understand leadership is about both relationships and tasks. An effective leader is able to ______. a. connect with all the people on the team b. understand the skills required to accomplish needed tasks c. recognize the environment in which people work d. all of these Ans: D Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Knowledge Answer Location: Administrative Skills in Practice Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 49. If a leader is said to have technical competence, the leader ______. a. knows how the organization works b. can program a computer c. can solve complex problems d. all of these Ans: A Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Comprehension Answer Location: Showing Technical Competence Difficulty Level: Easy AACSB Standard: Leading in organizational situations 50. Coquese Washington’s professional career is detailed in your text. Her ability to fit into any crowd and have their respect is an example of ______. a. managing conflict b. creating vision c. being socially perceptive d. showing emotional intelligence Ans: C Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension Answer Location: Being Socially Perceptive Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 51. To develop their emotional intelligence, leaders should ______. a. practice being transparent with their emotions in every setting b. learn how to deliver bad news more slowly c. learn how to regulate the emotions of others

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. be precise in identifying their own emotional states Ans: D Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Showing Emotional Intelligence Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork True/False 1. Administrative skills are the most fundamental of all skills required to be a leader.

Ans: T Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Knowledge Answer Location: Administrative Skills Explain Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. Understanding or having technical competence in their subordinates’ activities does not make a leader more effective.

Ans: F Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader.

Cognitive Domain: Comprehension Answer Location: Showing Technical Competence Difficulty Level: Medium AACSB Standard: Leading in organizational situations 3. When talking about emotional intelligence, it is enough for leaders to know their own emotions and the emotions of others.

Ans: F Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension Answer Location: Showing Emotional Intelligence Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 4. If a socially perceptive leader understands how a proposed change may affect all the people involved, they are able to create change more effectively.

Ans: T Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Knowledge Answer Location: Being Socially Perceptive Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 5. Conflict is always unhealthy and bad.

Ans: F Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Handling Conflict Difficulty Level: Easy AACSB Standard: Leading in organizational situations 6. Conflict should only be defined as a struggle between two or more individuals over perceived differences regarding the policies or procedures one should follow.

Ans: F Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge Answer Location: Handling Conflict Difficulty Level: Medium AACSB Standard: Leading in organizational situations 7. Selecting the best solution is the last necessary step in problem solving.

Ans: F Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Step 3: Select the Best Solution Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. People typically welcome change because it is a departure from the usual routine.

Ans: F Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Handling Conflict Difficulty Level: Easy AACSB Standard: Leading in organizational situations 9. To successfully lead an organization, a leader needs to understand the emotions and perceptions of their employees on any issue at any time.

Ans: T Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Being Socially Perceptive Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 10. Problem-solving is an interpersonal ability to take corrective action in a problem situation in order to meet desired objectives.

Ans: F Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Knowledge Answer Location: Problem Solving Difficulty Level: Medium AACSB Standard: Leading in organizational situations Essay 1. Briefly define and describe the three skill sets involved in administrative leadership.

Give an example of each one. Which skill set do you believe is most important for effective leaders? Why? Ans: Managing people: being able to help employees work as a team, motivating them, promoting satisfying relationships among employees, and finding time to deal with urgent staff matters.

Managing resources: managing people, money, supplies, space, equipment, or anything needed to operate an organization.

Showing technical competence: having the specialized knowledge to know the work the organization does and what the employees of said organization do Examples will vary, most effective depends on the leader’s position in the organization, but managing people takes the most time.

Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension | Application Answer Location: Managing People | Managing Resources | Showing Technical Competence Difficulty Level: Medium AACSB Standard: Leading in organizational situations 2. What is social perceptiveness? Why can leaders with social perceptiveness create change more effectively than those without it?

Ans: Social perceptiveness is having insight into and awareness of what is important to others, how they are motivated, the problems they face, and how they react to change.

Socially perceptive leaders can create change more effectively than those without it because they are able to see the effects of the proposed changes on their followers and how their followers may react.

Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Being Socially Perceptive Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 3. What is emotional intelligence and how does it apply to leadership?

Ans: The ability to understand your own emotions, to understand the emotions of others, and then to apply this understanding to life’s tasks. Emotional intelligence applies to leadership because leadership is a relational process. The more we know our own emotions and the emotions of those around us, the better prepared we are to lead change in positive and effective ways.

Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension Answer Location: Showing Emotional Intelligence Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 4. Using the four steps outlined in your text, describe a time when you had to solve a problem. Which step did you find most difficult? Why? Ans: Identify the problem, generate alternative solutions, select the best solution, and implement the solution The most difficult step will vary Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Application Answer Location: Problem Solving Difficulty Level: Hard AACSB Standard: Leading in organizational situations 5. Why is it important for leaders to “walk the walk” and “talk the talk”? Provide an example from your own leadership experience when you were able to do this.

Ans: Leaders need to be authentic and model the way for their followers. Ties back to creating a vision.

Examples will vary.

Learning Objective: 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Application Answer Location: Creating Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 6. Boal and Hooijberg (2000) suggested that strategic leaders needed to have the ability to do three things. Identify and describe these three abilities. Provide an example from your own life for each ability.

Ans: Ability to learn: capacity to absorb new information and knowledge and apply it Capacity to adapt: ability to respond quickly to changes in one’s environment Managerial wisdom: having the deep understanding of the people with whom and the environment in which a leader works

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Examples will vary.

Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader. | 5.2: Describe the connection between strong interpersonal skills and good leadership. | 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension | Application Answer Location: Strategic Planning Difficulty Level: Hard AACSB Standard: Leading in organizational situations 7. Leaders need to demonstrate competence with interpersonal skills if they are to be effective. Handling conflict and showing emotional intelligence are two key aspects of interpersonal skills detailed in your text. How does showing emotional intelligence impact a leader’s ability to handle conflict?

Ans: People typically do not like change and the uncertainty that comes with it, thus conflict can be a natural result of dealing with change. Being emotionally intelligent enables leaders to not only understand their own emotions when dealing with change, but to be aware of the emotions of others, and how emotions of both the leader and follower play into the situation at hand. If the leader is better able to manage an emotion-laden environment, chances are they will be able to defuse any conflict that arises.

Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Comprehension | Analysis Answer Location: Showing Emotional Intelligence | Handling Conflict Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 8. Compare and contrast the relative importance of administrative skills, interpersonal skills, and technical competencies needed by a CEO of a large multinational organization and the shift manager on an automotive production line. What skills, if any, are needed by both leaders? Defend your answer.

Ans: CEO needs more interpersonal skills along with some administrative skills, but less technical competency. The shift manager needs more technical competency and some interpersonal skills, but less of the administrative skills beyond what is needed for their responsibilities in the company. Both positions need interpersonal skills. Business and leadership are relational endeavors so everyone needs to be competent in interpersonal skills.

Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader. | 5.2: Describe the connection between strong interpersonal skills and good leadership. | 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Analysis Answer Location: Various Parts of Chapter 6 Difficulty Level: Hard AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 9. Leadership skills are learned competencies. Which of the leadership skills do you think are the hardest to learn? Why? Ans: Answers will vary.

Learning Objective: 5.1: Explain the role of developing administrative skills for being an effective leader. | 5.2: Describe the connection between strong interpersonal skills and good leadership. | 5.3: Apply conceptual leadership skills when met with challenges.

Cognitive Domain: Comprehension Answer Location: Various Parts of Chapter 6 Difficulty Level: Easy AACSB Standard: Leading in organizational situations 10. What can a leader do to enhance their emotional intelligence? Provide an example of how you have enhanced your emotional intelligence.

Ans: Become aware of their own emotions, how they react and what triggers them Become aware of the emotions of others they lead, how they react to change and other triggers Learn to regulate their emotions and put them to good use to help the organization achieve its goals Examples will vary Learning Objective: 5.2: Describe the connection between strong interpersonal skills and good leadership.

Cognitive Domain: Application Answer Location: Showing Emotional Intelligence Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 6: Engaging Strengths Test Bank Multiple Choice 1. Strengths are ______. a. the characteristics we demonstrate when performing our best b. the ability to consistently demonstrate exceptional work c. a pre-existing capacityies d. all of these Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Strengths-Based Leadership Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 2. The two research developments that contributed to the studying of strengths-based leadership are ______. a. Gallup Organization’s study on what is right with people, and the emerging field of positive psychology b. Gallup Organization’s study on what is right with people, and the field of depth psychology c. the GLOBE study and the emerging field of positive psychology d. none of these Ans: A Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Historical Background Difficulty Level: Hard AACSB Standard: Leading in organizational situations 3. The positive psychology movement was initiated by ______. a. Don Clifton b. Martin Seligman c. Tom Rath d. Barry Conchie Ans: B Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Knowledge Answer Location: Positive Psychology Difficulty Level: Medium AACSB Standard: Leading in organizational situations 4. How many talent themes did Gallup recognize in their StrengthsFinder Profile? a. 30 b. 32 c. 34 d. 40 Ans: C Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Gallup and the CliftonStrengths Profile Difficulty Level: Medium AACSB Standard: Leading in organizational situations 5. The equation for developing a strength is ______. a. knowledge X skill b. skill X investment c. skill X talent d. talent X investment Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Gallup and the CliftonStrengths Profile Difficulty Level: Medium AACSB Standard: Group and individual behaviors 6. A manager who has particular talents in team building, welcoming new people into the group, supporting direct reports, and keeping and spreading a positive attitude might have developed strengths in which of the domains of leadership strengths? a. Influencing b. Relationship building c. Executing d. Strategic thinking Ans: B Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Gallup and the CliftonStrengths Profile Difficulty Level: Hard AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 7. An employee who is always completing tasks before deadlines and is a dedicated hard worker might have developed strengths in which of the domains of leadership strengths? a. Executing b. Influencing c. Relationship building d. Strategic thinking Ans: A Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader. | 6.2: Describe how to practice strengths-based leadership.

Cognitive Domain: Application Answer Location: Gallup and the CliftonStrengths Profile Difficulty Level: Hard AACSB Standard: Group and individual behaviors 8. A colleague who makes time each day to plan and map out what needs to be accomplished, and weekly looks at “the big picture” might have developed strengths in which of the domains of leadership strengths? a. Executing b. Influencing c. Relationship building d. Strategic thinking Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader. | 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Gallup and the CliftonStrengths Profile Difficulty Level: Hard AACSB Standard: Group and individual behaviors 9. In the American culture, expressing positive self-attributions is often seen as ______. a. normal b. unique c. impressive d. boastful Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Group and individual behaviors 10. ______ can be defined as the scientific study of what makes life worth living. a. Behavioral psychology

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. Positive psychology c. Strengths-based leadership d. Normative leadership Ans: B Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Positive Psychology Difficulty Level: Easy AACSB Standard: Leading in organizational situations 11. Which of the following is NOT a VIA classification of strength? a. Courage b. Humanity c. Self-assurance d. Justice Ans: C Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Table 6.3: VIA Classification of Character Strengths Difficulty Level: Medium AACSB Standard: Group and individual behaviors 12. Which of the following is not one of the three central elements of CAPP’s strengths perspective? a. Meaning b. Performance c. Energy d. Use Ans: A Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Centre of Applied Positive Psychology and the Strengths Profiler Assessment Difficulty Level: Easy AACSB Standard: Leading in organizational situations 13. Which of the following is not one of the quadrants of CAPP Strengths? a. Realized strengths b. Unrealized strengths c. Learned behaviors d. Innate behaviors Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Centre of Applied Positive Psychology and the Strengths Profiler Assessment Difficulty Level: Medium AACSB Standard: Leading in organizational situations 14. An employee of yours consistently offers excellent analysis and is able to quote facts and figures from memory during meetings; and they enjoy this aspect of their work. For this employee, analytical thinking might be considered a ______ in CAPP Strengths. a. weakness b. learned behavior c. realized strength d. unrealized strength Ans: C Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Application Answer Location: Realized Strengths Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 15. Unrealized strengths are personal attributes that are ______. a. less visible b. representative of our strongest assets c. learned throughout our life experience d. limiting attributes Ans: A Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Unrealized Strengths Difficulty Level: Easy AACSB Standard: Group and individual behaviors 16. Realized strengths are personal attributes that represent ______. a. our strongest assets b. less visible c. learned throughout our life experience d. limiting attributes Ans: A Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Realized Strengths Difficulty Level: Easy AACSB Standard: Group and individual behaviors 17. Learned behaviors represent those ingrained things ______. a. that are our strongest assets b. that are less visible c. we have learned throughout our life experience d. that are our limiting attributes Ans: C Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Learned Behaviors Difficulty Level: Easy AACSB Standard: Group and individual behaviors 18. In the CAPP Strengths model, weaknesses are ______. a. our strongest assets b. less visible c. learned throughout our life experience d. limiting attributes.

Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Weaknesses Difficulty Level: Easy AACSB Standard: group and individual behaviors 19. The CAPP strengths model suggests that effective people try to ______ weakness. a. minimize b. confront c. improve upon d. ignore Ans: A Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Weaknesses Difficulty Level: Medium AACSB Standard: Group and individual behaviors 20. A key different between the CAPP model and StrengthsFinder & Via Classification is that CAPP is ______. a. easy to use and understand

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. based on research c. widely used with college students d. prescriptive and pragmatic Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Weaknesses Difficulty Level: Medium AACSB Standard: Group and individual behaviors 21. The four domains of leadership strengths are executing, influencing, relationship building, and ______. a. communication b. controlling c. strategic thinking d. empathy Ans: C Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Gallup and the CliftonStrengths Profile Difficulty Level: Easy AACSB Standard: Leading in organizational situations 22. An employee seems to have lost motivation, energy, and drive for their work. From the perspective of the CAPP model, this person is likely expressing ______. a. weaknesses b. realized strengths c. learned behaviors d. weaknesses and learned behaviors Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Weaknesses Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 23. In order to be most effective, a leader should maximize their ______ while minimizing their ______. a. realized strengths; weaknesses b. strategic thinking; relationship building c. unrealized strengths; learned behaviors d. realized strengths; relationship building Ans: A

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Application Answer Location: Weaknesses Difficulty Level: Medium AACSB Standard: Group and individual behaviors 24. Which of the following is not one of the four steps to incorporate strengths in your personal and work life? a. Discover your strengths b. Develop your strengths c. Recognize and engage the strengths of others d. Enable others to recognize your strengths Ans: D Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Strengths-Based Leadership in Practice Difficulty Level: Medium AACSB Standard: Group and individual behaviors 25. According to Gardner, extraordinary individuals are “distinguished less by their impressive raw power than by their ability to identify their ______ and exploit them.” a. follower’s weaknesses b. opponent’s weaknesses c. strengths d. organizational capacity Ans: C Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Discovering Your Strengths Difficulty Level: Easy AACSB Standard: Group and individual behaviors 26. You notice a coworker journaling after a work presentation that went well for them.

They have been engaged and motivated through this project and they say they want to think more about their engagement with work successes. It is possible that the coworker is in the process of ______. a. discovering their strengths b. cherishing the past c. narcissism d. all of these Ans: A Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Application Answer Location: Discovering Your Strengths Difficulty Level: Medium AACSB Standard: Group and individual behaviors 27. What is one of the ways to discover your strengths? a. Enroll in college classes b. Engage others in social activity c. Engage in a self-assessment d. All of these Ans: C Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Discovering Your Strengths Difficulty Level: Medium AACSB Standard: Group and individual behaviors 28. A subordinate of yours is unsure about sharing their strengths with fellow team members. According to the text, you should encourage them to do because sharing strengths with others ______. a. lets others know how you can be most useful b. clarifies unique contributions one can make to the team c. allows others to know what they can expect from you d. all of these Ans: D Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Developing Your Strengths Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 29. Which of the following are ways people choose to reveal their strengths? a. Posting on social media b. Email signatures c. Listing on Resume d. All of these Ans: D Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Knowledge Answer Location: Developing Your Strengths Difficulty Level: Easy AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 30. An employee comes to you and asks to set up a series of coaching sessions as the two of you share one Strengthsfinder strength. This employee is seeking to: a. acknowledge their strength b. develop their strength c. ignore their strength d. acknowledge their strength and develop their strength Ans: D Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Discovering Your Strengths Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 31. Warren Buffett is known for all of the following strengths except ______. a. patience b. public speaking c. practicality d. trustfulness Ans: B Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Knowledge Answer Location: Near Figure 6.3: Examples of Ways to Express Strengths Difficulty Level: Easy AACSB Standard: Group and individual behaviors 32. Leaders must not only recognize and capitalize on their strengths, but they must also be able to identify their ______ and address them. a. unrealized strengths b. learned behaviors c. weaknesses d. unrealized strengths and learned behaviors Ans: C Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Addressing Your Weaknesses Difficulty Level: Easy AACSB Standard: Group and individual behaviors 33. Recognizing the strengths of your followers can lead to ______. a. higher follower engagement b. positive group contributions c. feelings of dissatisfaction d. higher follower engagement and positive group contributions

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: D Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Recognizing and Engaging the Strengths of Others Difficulty Level: Medium AACSB Standard: Group and individual behaviors 34. What is a common mistake leaders make when it come to their followers? a. Overlook their strengths b. Do not spend enough time with them c. Do not delegate enough work d. Fail to understand their preference Ans: A Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Recognizing and Engaging the Strengths of Others Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 35. According to the text, leaders who want to create a positive work environment should attend to relationships, communication, meaning, and ______. a. energy b. climate c. corporate goals d. project details Ans: B Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Knowledge Answer Location: Fostering a Positive Strengths-Based Environment Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 36. Because others’ strengths may not always be directly recognizable or observable in their situations, it is important to ______. a. ask them what their strengths are b. psychoanalyze them c. have them observe your strengths d. find opportunities that will allow unseen strengths to emerge Ans: D Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Recognizing and Engaging the Strengths of Others

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 37. A leader who is fostering compassion, forgiveness, and gratitude among followers is seeking to create a ______. a. positive climate b. hostile environment c. cult d. emotional support system Ans: A Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Fostering a Positive Strengths-Based Environment Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 38. A manager who wants employees to share information and ideas freely should seek to develop ______. a. unrealized strengths b. hostile environment c. positive communication d. learned behaviors Ans: C Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Fostering a Positive Strengths-Based Environment Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 39. What requires you to concentrate on your positive attributes and those times when you feel most inspirited? a. Developing your strengths b. Implementing change c. Discovering your strengths d. Identifying your weaknesses Ans: C Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Discovering Your Strengths Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 40. What organization interviewed over 2 million people about their strengths and what made them good at what they did? a. Center for Leadership b. Values in Action Institute c. The Gallup Organization d. Centre for Applied Positive Psychology Ans: C Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Historical Background Difficulty Level: Easy AACSB Standard: Leading in organizational situations 41. A young manager focuses on his subordinates’ weaknesses and uses negative language during team meetings. As their supervisor, you might recommend they develop ______. a. learned behaviors b. positive relationships c. team goals d. group meaning Ans: B Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Fostering a Positive Strengths-Based Environment Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 42. In valuing engaged and productive followers, a leader should help connect the ______ of their work to their values and impact. a. meaning b. vision c. communication d. relationships Ans: A Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Fostering a Positive Strengths-Based Environment Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 43. A leader who is competent in making ideas become reality, but not in working well with a team should identify followers with strengths in which domain? a. Strategic thinking

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. Relationship building c. Executing d. Influencing Ans: B Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Recognizing and Engaging the Strengths of Others Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 44. Your strengths represent the best you have to offer in ______ others. a. controlling b. influencing c. manipulating d. controlling and manipulating Ans: B Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Developing Your Strengths Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 45. Which approach to strengths has the highest number of strengths? a. Gallup (Strengths of Competence) b. VIA (Strengths of Character) c. CAPP (Strengths Fully Realized) d. they all contain the same number Ans: C Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Table 6.4: Approaches to Identifying Strengths Difficulty Level: Medium AACSB Standard: Leading in organizational situations 46. In the American culture, expressing positive self-attributes is often seen as ______. a. normal b. unique c. impressive d. boastful Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Group and individual behaviors 47. A fundamental difference of the strengths perspective is that they focus on what is ______ with people. a. right b. wrong c. undervalued d. impressive Ans: A Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Historical Background Difficulty Level: Easy AACSB Standard: Leading in organizational situations 48. Strengthsfinder focuses on strengths in work, while the VIA classification focuses on strengths of ______. a. employment b. character c. personality d. demeanor Ans: B Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: VIA Institute on Character and Inventory of Strengths Difficulty Level: Medium AACSB Standard: Leading in organizational situations 49. The Centre of Applied Positive Psychology argues that strengths are fluid and can emerge through different ______. a. assessments b. activities c. experiences d. criteria Ans: C Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Centre of Applied Positive Psychology and the Strengths Profiler Assessment Difficulty Level: Hard AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 50. How many established theories about the practice of strength-based leadership exist? a. 3 b. 5 c. 7 d. no currently established theories exist on this topic Ans: D Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Medium AACSB Standard: Leading in organizational situations 51. The difference between a strength and a trait is that ______. a. a strength is a skill b. a strength is an applied trait c. a trait can be developed like a skill d. a trait is a highly developed capacity Ans: B Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Strengths-Based Leadership Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 52. Which of the following strengths best explain how Mary Kay Ash built her successful multi-level marketing company? a. Discovering her strengths b. Developing her strengths c. Addressing her weaknesses d. Recognizing and engaging the strengths of others Ans: D Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Strengths-Based Leadership in Practice | Recognizing and Engaging the Strengths of Others Difficulty Level: Easy AACSB Standard: Group and individual behaviors True/False

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 1. A strength is an attribute or quality of an individual that accounts for successful performance.

Ans: T Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Strengths-Based Leadership Explained Difficulty Level: Easy AACSB Standard: Group and individual behaviors 2. Positive psychology is the study of how to get employees to do what you want them to do.

Ans: F Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Positive Psychology Difficulty Level: Medium AACSB Standard: Leading in organizational situations 3. Strengths emerge from talents.

Ans: T Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Gallup and the CliftonStrengths Profile Difficulty Level: Easy AACSB Standard: Group and individual behaviors 4. The strengths outlined by the StrengthsFinder are more closely tied to the person’s character whereas the VIA strengths focus more on the workplace.

Ans: F Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Strengths-Based Leadership Explained Difficulty Level: Medium AACSB Standard: Group and individual behaviors 5. Unrealized strengths are those ingrained things we have learned throughout our life experience.

Ans: F Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Unrealized Strengths | Learned Behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Group and individual behaviors 6. Leaders should be able to identify their weaknesses in addition to recognizing their strengths.

Ans: T Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Addressing Your Weaknesses Difficulty Level: Easy AACSB Standard: Group and individual behaviors 7. A key aspect of strengths leadership is being able to engage the strengths of others.

Ans: T Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Recognizing and Engaging the Strengths of Others Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork.

8. Leaders need to ascertain followers’ strengths only from what followers explicitly express to leaders.

Ans: F Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Recognizing and Engaging the Strengths in Others Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 9. Every one of us has identifiable leadership strengths, areas in which we excel or thrive.

Ans: T Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 10. Extraordinary individuals are distinguished less by their ability to identify their strengths than by their impressive raw power.

Ans: F

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Discovering Your Strengths Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork Essay 1. Explain and differentiate between the disease model and positive psychology. Where does each have a role in explaining leadership?

Ans: Rather than study the frailties and flaws of individuals (the disease model), positive psychology focuses on individuals’ strengths and the factors that allow them to thrive Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Analysis Answer Location: Positive Psychology Difficulty Level: Hard AACSB Standard: Social responsibility 2. What is the difference between themes of human talent and Strengths?

Ans: Talents are similar to personality traits - they are relatively stable, fixed characteristics that are not easily changed. Strengths are derived from having certain talents and then further developing those talents by gaining additional knowledge, skills, and practice (Rath, 2007).

Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Comprehension Answer Location: Gallup and the CliftonStrengths Profile Difficulty Level: Medium AACSB Standard: Written and oral communication 3. Explain the key difference between StrengthsFinder and VIA Classification. How are each useful to leadership development?

Ans: The strengths outlined by the StrengthsFinder are more closely tied to the workplace and helping individuals perform better, while VIA strengths are focused more directly on a person’s character and how one can become more virtuous.

Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader.

Cognitive Domain: Application | Analysis Answer Location: Gallup and the CliftonStrengths Profile | VIA Institute on Character and Inventory of Strengths Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. What are two of your realized strengths and two of your unrealized strengths?

Ans: Answers will vary.

Learning Objective: 6.1: Assess the potential role of strengths in an individual’s development as a leader Cognitive Domain: Comprehension | Application Answer Location: Centre of Applied Positive Psychology and the Strengths Profiler Assessment Difficulty Level: Medium AACSB Standard: Group and individual behaviors 5. Briefly discuss the four areas leaders need to consider in order to create a positive work environment Ans: Climate, Relationship, Communication, Meaning. To build positive relationships, leaders need to highlight individuals’ positive images and strengths rather than their negative images and weaknesses.

Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension Answer Location: Fostering a Positive Strengths-Based Environment Difficulty Level: Easy AACSB Standard: Group and individual behaviors 6. Discuss the four steps to incorporate strengths into your personal and work settings.

Include examples of how you have enacted these steps in your leadership.

Ans: The steps include (1) discovering your strengths, (2) developing your strengths, (3) recognizing and engaging the strengths of others, and (4) fostering a positive strengthsbased environment around you.

Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application Answer Location: Strengths-Based Leadership in Practice Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork | Group and individual behaviors 7. Northouse states that the challenge we face is identifying our strengths and them employing them effectively in our leadership and personal lives. Discuss a personal example of discovering a strength and how you have engaged that strength in leadership settings.

Ans: Varies Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application | Analysis Answer Location: Discovering Your Strengths Difficulty Level: Hard

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Reflective Thinking 8. Strength, like leadership, has a cultural dimension where what one culture sees as a strength, others may see as something to keep hidden. Analyze this dynamic of strengths and leadership and provide context for your answer.

Ans: Expressing strengths has a cultural element to it. Individuals in one culture may celebrate a strength that is downplayed in another culture. For example, in some cities, strangers may say hello to each other on the street, while in others, such open friendliness may be considered unusual. Additionally, in some places in the world, girls are not allowed to go to school, indicating that certain members of those communities may not value girls’ intelligence the way it is valued in other communities.

Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension | Application | Analysis Answer Location: Developing Your Strengths Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 9. Analyze the Leadership Snapshot of Steve Jobs for examples of strengths and weaknesses. What contributed to his successes? To his failures?

Ans: Jobs had many notable strengths, including his creativity, team building, strategic vision, and influencing. He had intuitive vision, imagining products and applications of which no one else dared to dream. But Jobs was not perfect. He could be confrontational, and this quality eventually resulted in him being booted out of his own company by Apple’s board of directors.

Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Application | Analysis Answer Location: Leadership Snapshot Difficulty Level: Medium AACSB Standard: Group and individual behaviors 10. Explain the four domains of strengths and discuss how a leader can use them to create high performing teams.

Ans: As we discussed earlier in this chapter, high-performing teams and work groups possess strengths in four domains: executing, influencing, relationship building, and strategic thinking (see Table 6.2). When leaders become aware of their followers’ strengths as well as their own, they can use this information to design work groups that have individuals with strengths representing each of the domains. Knowing followers’ unique strengths allows leaders to make work assignments that maximize each individual’s contribution to the collective goals of the group (Rath & Conchie, 2008).

Learning Objective: 6.2: Engage your strengths and the strengths of others to build a more effective team or organization.

Cognitive Domain: Comprehension | Application Answer Location: Recognizing and Engaging the Strengths of Others Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 7: Creating a Vision Test Bank Multiple Choice 1. As defined in the text, visions are about changing which of the following? a. The leader’s values b. The organization’s values c. The follower’s values d. All of these Ans: D Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: Values Difficulty Level: Medium AACSB Standard: Leading in organizational situations 2. Which of the following is NOT one of the five main characteristics of a vision, as defined in the text? a. Values b. Challenge c. Inspiration d. Change Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: Vision Explained Difficulty Level: Medium AACSB Standard: Leading in organizational situations 3. Visions are like a guiding philosophy that provides people with ______. a. purpose and methods to achieve b. meaning and purpose c. meaning and a plan d. a plan and a purpose Ans: B Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Leading in organizational situations 4. “Begin with the end in mind” means ______.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. a leader’s actions are governed by their understanding of their goals, values, and mission in life b. leaders need to focus on the final outcome more than the process to get there c. if you visualize it, it will happen d. a leader’s focus should always be about winning Ans: A Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Leading in organizational situations 5. What leadership theories, as mentioned in the text, have vision as a key component? a. Transformational and servant leadership b. Servant leadership and path goal theory c. Transformational and charismatic leadership d. Charismatic and servant leadership Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Leading in organizational situations 6. An idea of the future that requires an act of faith refers to what characteristic of a vision? a. A challenge b. A change c. A picture d. A map Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Picture Difficulty Level: Easy AACSB Standard: Leading in organizational situations 7. As a rule, a vision is of a situation where people are working productively to achieve ______. a. an uncommon goal b. a common goal c. an ideal circumstance d. a dream Ans: B Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: A Picture Difficulty Level: Medium AACSB Standard: Leading in organizational situations 8. If a leader is to have a significant impact on those they lead, their vision needs to be ______ and ______. a. attainable; inspiring b. attainable; inclusive c. attractive; inclusive d. attractive; inspiring e. none of these Ans: D Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: A Picture Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. Moving an organization or system to something more positive in the future refers to which characteristic of a vision? a. A challenge b. A picture c. A change d. A map Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Change Difficulty Level: Easy AACSB Standard: Leading in organizational situations 10. Visions are grounded in ______. a. an ideal b. values c. reality d. mutual understanding Ans: B Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: Values Difficulty Level: Medium AACSB Standard: Leading in organizational situations 11. Rosalie Giffoniello’s decision to quit her job in the United States to work with the poor in India shows how a ______ can influence one’s leadership journey. a. change

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. challenge c. commitment to service d. deeply-held set of values Ans: D Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: Values Difficulty Level: Medium AACSB Standard: Leading in organizational situations 12. Although Coach Jones’ football teams did not always win, students wanted to play for him because he ______. a. was about winning at any cost b. saw the potential in each student individually c. let the players do whatever they wanted d. got the students tutors help them with their homework Ans: B Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: Values Difficulty Level: Easy AACSB Standard: Leading in organizational situations 13. Visions provide a guiding philosophy for people which gives them ______. a. meaning and purpose b. a plan and understanding c. direction and understanding d. purpose and a plan Ans: A Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Map Difficulty Level: Medium AACSB Standard: Leading in organizational situations 14. The value of a vision is that is allows others to see ______. a. the potential of what could be b. how the organization is an interrelated system c. the meaningfulness of their work d. the pathway to success Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: A Map Difficulty Level: Medium AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 15. Effective leaders want their followers to see the larger purpose of things, which enables the followers to see ______. a. the value of their contributions to the organization b. the value of their contributions to something beyond their own interests c. the value of their contributions to the organization and the value of their contributions to something beyond their own interests d. none of these Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Map Difficulty Level: Easy AACSB Standard: Leading in organizational situations 16. Having a path to follow so followers know when they are on track and when they have slipped off course refers to which characteristics of a vision? a. A challenge b. A map c. A change d. Values Ans: B Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Map Difficulty Level: Easy AACSB Standard: Leading in organizational situations 17. Inspiring people to move beyond the status quo to do something for others is an example of this characteristic of a vision. a. Values b. Service c. Challenge d. Change Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Challenge Difficulty Level: Easy AACSB Standard: Leading in organizational situations 18. President John F. Kennedy’s inaugural addressed asked the people to “ask not what your country can do for you—ask what you can do for your country.” This is an example of ______. a. an invitation to change b. a map for the future

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. a challenge d. a call to action Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: A Challenge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 19. Research shows that people will accept change only if it is ______. a. something they already believe in and want to do b. not too hard to make the change c. something their friends and family will approve of d. not too different from the current state Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 20. Which of the following is NOT a step in articulating a vision? a. Adapt the vision to the audience b. Highlight the values of the vision c. Use words and symbols that are motivating d. None of these, they are all steps in articulating a vision Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 21. Your company was recently sold. The buyers, your new bosses, have new ideas on how everything in the company should be run. They have selected you to articulate their vision to the staff. As you prepare to address the staff as a whole, you make sure to include why these new changes are worth pursuing as a company. This is an example of ______. a. highlighting values b. choosing the right language c. using inclusive language d. none of these Ans: A

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Application Answer Location: Articulating a Vision Difficulty Level: Hard AACSB Standard: Leading in organizational situations 22. The football coaching staff at the University of Michigan used the book Into Thin Air to help the players ______. a. articulate their roles as members of the team b. learn magic tricks c. prepare to climb tall mountains d. motivate and inspire their players Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 23. Linking people to the vision process through the use of inclusive language is an example of ______. a. handling conflict b. articulating a vision c. implementing a vision d. problem solving Ans: B Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 24. Leaders use inclusive language when talking about visions because they ______. a. want everyone to feel valued b. want to build community around a common goal c. want everyone to contribute to the goal d. all of these Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Articulating a Vision Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Interpersonal relations and teamwork 25. To be effective parts of a vision, words and symbols need to be ______. a. memorable, uplifting, simple, and inspiring b. affirming, uplifting, inspiring, and motivating c. memorable, inspiring, come directly from the boss, and easy to understand d. affirming, simple, memorable, and motivating Ans: B Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 26. If a leader wants their vision to be embraced and their goals achieved, a leader needs to ______. a. adapt the vision to the audience b. focus on the intrinsic value of the vision c. only use uplifting words and symbols d. all of these Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 27. Successfully implementing a vision requires a great deal of ______ and ______. a. money; power b. time; effort c. people; money d. effort; money Ans: B Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 28. Modeling the attitudes, values, and behaviors set for in the vision is an example of how a leader should ______. a. articulate the vision b. challenge the process

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. implement the vision d. encourage the heart Ans: C Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 29. Angela recently revealed a new vision for her organization. At first everyone was on board, but over time it was gotten progressively harder for the members to follow through on their commitments. Yet, Angela knows this is the right move for her organization so she continues to act out her vision. By doing this, Angela is trying to ______. a. build credibility with her followers b. save face from admitting she was wrong c. show her followers that she is more important than her followers d. build an inclusive organization Ans: A Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Application Answer Location: Implementing a Vision Difficulty Level: Hard AACSB Standard: Leading in organizational situations 30. Setting challenging goals to motivate your team is an example of ______. a. authoritarian leadership b. managing people c. implementing a vision d. creating a vision Ans: C Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Implementing a Vision Difficulty Level: Hard AACSB Standard: Leading in organizational situations 31. Sharing work and empowering members at various levels within an organization is an essential way to ______. a. handle conflict b. implement a vision c. manage people d. build community within your organization

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: B Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 32. Your manager provides you with quarterly reports detailing your department’s progress towards meeting the new organizational goals. Over the last year your department has been making sustained progress and your manager stops by to tell you to keep doing what you have been doing since it appears to be working. Your manager is aware that ______. a. implementing a vision takes time b. empowering your employees helps build commitment to goals c. leaders do not work in a vacuum d. all of these Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Application Answer Location: Implementing a Vision Difficulty Level: Hard AACSB Standard: Leading in organizational situations 33. The story of Terry Fox is an example of ______. a. how a vision coming to fruition requires more than just the leader b. a poorly executed vision c. leaders must leave the organization for their vision to take hold d. none of these Ans: A Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 34. Articulating a vision requires leaders to ______. a. adapt their vision to the audience b. highlight the intrinsic value of their vision c. choose the right language that is also inclusive d. all of these Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 35. A(n) ______ is a mental model of a(n) ______ future state. a. idea; visualized b. plan; perfect c. vision; ideal d. value; chaotic Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: Summary Difficulty Level: Hard AACSB Standard: Leading in organizational situations 36. What is not a way for leaders to implement a vision? a. Be living models of ideals and values b. Set high-performance expectations c. Act out the vision themselves d. None of these, all are ways to implement a vision Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Implementing a Vision Difficulty Level: Easy AACSB Standard: Leading in organizational situations 37. Articulating a vision includes all of the following except ______. a. using motivating and uplifting language b. establishing reinforcement standards c. using inclusive language d. highlighting the intrinsic value of the vision Ans: B Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 38. Mother Teresa linked her vision of serving the poor and disenfranchised with her followers’ beliefs of ______. a. egocentrism

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. hubris c. self-sacrifice d. wealth Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Application Answer Location: Introduction Difficulty Level: Hard AACSB Standard: Group and individual behaviors 39. A vision’s ability to point the way to a new way of doing things better refers to a ______. a. change b. map c. picture d. challenge Ans: A Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Change Difficulty Level: Easy AACSB Standard: Leading in organizational situations 40. According to the text, when articulating a vision, leaders should be careful of what? a. Describing too large of a change b. Describing too small of a change c. Being too confident in the change d. Being too vague, not giving enough details Ans: A Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 41. When the University of Michigan football team used the book Into Thin Air, how was Mt. Everest used? a. As a goal b. As a symbol c. As a team trip d. As a challenge Ans: B Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 42. It is key for a leader to do which of the following when implementing a vision? a. Delegate responsibility to others b. Set easily attainable goals c. “Talk the talk” d. Set challenging goals Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 43. A leader can implement the vision by ______. a. doing it all by themselves b. demanding change overnight c. empowering others d. all of these Ans: C Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 44. A vision’s ability to provide a path to follow refers to what characteristic? a. A challenge b. A symbol c. A change d. A map Ans: D Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Map Difficulty Level: Easy AACSB Standard: Leading in organizational situations 45. In what phase of a vision being deployed does a leader’s real test of abilities occur? a. Creating a vision b. Explaining the vision c. Articulating the vision

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. Implementing the vision Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Implementing a Vision Difficulty Level: Easy AACSB Standard: Leading in organizational situations 46. Vision’s inclusion of ideas, beliefs, and modes of action that people find worthwhile refers to what characteristic? a. A challenge b. Values c. A picture d. A map Ans: B Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: Values Difficulty Level: Easy AACSB Standard: Leading in organizational situations 47. Taking the best features of a prior system and strengthening them in pursuit of a new goal refers to which characteristic? a. A change b. A challenge c. A map d. None of these Ans: A Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Change Difficulty Level: Easy AACSB Standard: Leading in organizational situations 48. It is common for a leader to experience resistance when articulating a vision because ______ is/are a necessary part of a vision. a. values b. challenge c. change d. none of these Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Change Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Leading in organizational situations 49. The first step in articulating a vision is to ______. a. create the vision b. know how you will achieve the vision c. make sure the vision is full of inclusive language d. adapt the vision to match the audience Ans: D Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 50. In an effort to bring team cohesion and articulate a vision, leaders often use ______. a. a symbol b. a story c. team-building exercises d. their followers Ans: A Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 51. According to Peter Senge, a factor that might cause a leader to have an “entrenched mental model” of a situation would be ______. a. a challenge b. a change c. organizational politics d. attitudes toward emotional intelligence Ans: C Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Leading in organizational situations True/False 1. A leader’s vision is always fully developed.

Ans: F

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Picture Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. A vision’s map-like characteristic is only good at pointing out long-term goals.

Ans: F Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Map Difficulty Level: Medium AACSB Standard: Leading in organizational situations 3. Advocating for change can lead to charges of “stirring the pot.”

Ans: T Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Knowledge Answer Location: A Change Difficulty Level: Easy AACSB Standard: Leading in organizational situations 4. People only become inspired or committed to a task or organization when they know they can get something out of it for themselves.

Ans: F Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension Answer Location: A Challenge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 5. It is more important for a leader to have a vision for the organization than to articulate it.

Ans: F Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Articulating a Vision Difficulty Level: Easy AACSB Standard: Leading in organizational situations 6. A symbol of an organization’s vision only needs to be shown once for the members of the organization to catch the vision.

Ans: F Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 7. The real test of a leader’s abilities happens as they lead their organization through the implementation of their vision.

Ans: T Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Knowledge Answer Location: Implementing a Vision Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. The most important concept when implementing a vision is that the leader must be able to get all of their followers to agree with them from the beginning.

Ans: F Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. For the leader’s vision to be successful, the leader must implement their vision alone.

Ans: F Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. Terry Fox’s Marathon of Hope is an example of a poorly implemented vision.

Ans: F Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations Essay

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 1. Why is it important for leaders to include symbols as they articulate their vision?

Ans: People relate to images and symbols are a way to visually introduce a vision and then as a visual reminders to the organization of the vision and/or goals as they are working on them. Symbols can help bring cohesion to the group/organization as they collectively work towards the same vision/goal.

Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Articulating a Vision Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 2. Briefly describe the characteristics of a vision. Explain how you could use them to develop a workable vision for a cause you believe in.

Ans: A change, a challenge, values, a map, and a picture. Examples would vary but you need to start with a picture and talk about the needed change and why it is important and how it makes the values of the organization, its members, and yourself. This leads to the need for a vision to be grounded in values, with a map or plan to direct the change. Lastly, the vision needs to have the appropriate amount of challenge so that people are stretched, but not so much that they do not get on aboard with the change.

Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension | Application Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Application of knowledge 3. What is the role of followers in sharing and implementing the leader’s vision? Briefly describe a time when you as a follower had to help share and implement a leader’s vision.

Ans: Follower is there to help the leader. They work collaboratively to achieve the vision. The followers have to believe in the vision, understand what is asked of them, and find their leaders credible and willing to work to achieve the vision.

Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension | Application Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Application of Knowledge 4. In your opinion, it is more difficult to articulate a vision or implement one? Why? Ans: Varies Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Analysis Answer Location: Vision in Practice Difficulty Level: Hard

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Leading in organizational situations 5. From your own experience, describe an incidence when a leader had a strong vision but failed to implement it. What could the leader have done to better implement their vision?

Ans: Varies Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension | Analysis Answer Location: Implementing a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 6. Why is it important that the level of challenge included in a vision be neither too much nor too little? What specific steps could the leader take to ensure the level of challenge is appropriate to their audience?

Ans: Varies Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Application | Analysis Answer Location: A Challenge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 7. When implementing a vision, why is it necessary for leaders to encourage and empower their followers?

Ans: Varies Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension | Application Answer Location: Implementing a Vision Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. Using examples from your own leadership experience, what is the most difficult part of articulating a vision? Why? Ans: Varies Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension | Application Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. Why is it important for a leader to model to others the attitudes, values, and behaviors set forth in the vision; to be a living example of the ideals articulated in the vision?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: How can others follow someone who is not willing to do the work themselves? It reduces credibility and trust in the leader.

Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension Answer Location: Articulating a Vision Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. In your opinion, can you truly be a leader if you do not have a vision for the future?

Why or why not?

Ans: Varies, but no, you cannot truly lead if you do not have a vision because without vision, what is the change you are leading all about? If would reduce the leader’s actions to management and improved efficiency rather than leadership.

Learning Objective: 7.2: Assess the leadership skills required to translate a vision into reality.

Cognitive Domain: Comprehension | Analysis Answer Location: Vision in Practice Difficulty Level: Easy AACSB Standard: Leading in organizational situations 11. What is the relationship between a vision and a mission? Give an example.

Ans: The terms are sometimes used interchangeably but they are different. A vision is a mental model of an ideal future state, such as wanting your team to make the play-offs.

A mission is how to get there, such as increasing exercise time, analyzing tapes of previous games, and building a stronger team identity. A vision can be developed by an individual or a team working together. A mission is what people will do in order to achieve the vision.

Learning Objective: 7.1: Identify the five characteristics of a vision.

Cognitive Domain: Comprehension | Analysis Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 8: Establishing a Constructive Climate Test Bank Multiple Choice 1. The atmosphere of a team or an organization is known as ______. a. climate b. environment c. context d. workplace Ans: A Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Knowledge Answer Location: Constructive Climate Explained Difficulty Level: Medium AACSB Standard: Leading in organizational situations 2. All of the following are related to climate except ______. a. rituals b. unrealized strengths c. values d. underlying assumptions of the group Ans: B Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Knowledge Answer Location: Constructive Climate Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 3. A positive climate is shaped by the degree to which people feel they are ______. a. supported b. appreciated c. encouraged d. all of these Ans: D Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Comprehension Answer Location: Constructive Climate Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. An atmosphere that promotes group members’ satisfaction and achieving their personal best is known as ______. a. a strengths climate b. a warm climate c. a constructive climate d. a goal-driven climate Ans: C Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Comprehension Answer Location: Constructive Climate Explained Difficulty Level: Medium AACSB Standard: Leading in organizational situations 5. ______ gives form and meaning to the purpose of the group’s activities and is like giving the group a blueprint for their work. a. Providing structure b. Constructive climate c. Clarifying norms d. Building cohesiveness Ans: A Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Providing Structure Difficulty Level: Medium AACSB Standard: Leading in organizational situations 6. A class project you are in never seems to make progress, no one knows what part of the project they are responsible for, and there is no sense of direction. All of you are good friends and feel good working together, but very little gets accomplished. The group needs more ______. a. structure b. norms c. cohesiveness d. constructive climate Ans: Aa Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Providing Structure Difficulty Level: Medium AACSB Standard: Leading in organizational situations 7. The goal towards which a group is working and which provides organization for its activities is its ______. a. vision

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. strength c. mission d. value Ans: C Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension, Application Answer Location: Providing Structure Difficulty Level: Hard AACSB Standard: Leading in organizational situations 8. Which of the following is an example of providing structure? a. Building relationships and helping people get along b. Treating followers with dignity and respect c. Making the work setting a pleasant environment d. A leader explaining goals and mission Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Providing Structure Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. Which of the following is not a way for a leader to provide structure? a. Identifying the unique ways each member can contribute b. Going over rules and expectations c. Providing a calendar of due dates d. Treating followers with dignity and respect Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Providing Structure Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. Allison is a manager for a new project and has carefully selected her team of talented and hardworking individuals. She quickly orients everyone to the project and identifies why each were selected and what they bring to the team. Together, they are able to complete the project ahead of schedule and with higher quality than anticipated.

This is an example of group ______. a. synergy b. hard work c. strength d. learned behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: A Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Providing Structure Difficulty Level: Medium AACSB Standard: Leading in organizational situations 11. The rules of behavior that a group establishes and shares are known as ______. a. regulations b. norms c. strengths d. relationship leadership Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Clarifying Norms Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 12. While structure is a blueprint for how a group is to achieve its goals, ______ is/are a roadmap for how to behave in a group setting. a. norms b. cohesion c. mission d. synergy Ans: A Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Clarifying Norms Difficulty Level: Hard AACSB Standard: Leading in organizational situations 13. Co-workers collectively deciding to wear jeans on Fridays and not bringing cell phones to meetings are examples of ______. a. building cohesiveness b. norms c. synergy d. providing structure Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Clarifying Norms

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Leading in organizational situations 14. Which of the following is potentially a negative group norm? a. Not bringing cell phones to a meeting b. Having a business casual Friday c. Allowing side conversations in meetings d. Complimenting co-workers on a job well done Ans: C Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Clarifying Norms Difficulty Level: Hard AACSB Standard: Leading in organizational situations 15. Norms develop at a(n) ______ stage in a group and are sometimes ______ to change. a. early; easy b. middle; easy c. late; resistant d. early; difficult Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Clarifying Norms Difficulty Level: Medium AACSB Standard: Leading in organizational situations 16. Which of the following is not listed as a way a leader can establish a constructive climate? a. Clarifying norms b. Building cohesiveness c. Concern for people d. Providing structure Ans: C Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Climate in Practice Difficulty Level: Easy AACSB Standard: Leading in organizational situations 17. The cement that holds a group together and a sense of “we-ness” is known as ______.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. cohesiveness b. task leadership c. norms d. structure Ans: A Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Building Cohesiveness Difficulty Level: Medium AACSB Standard: Leading in organizational situations 18. Cohesiveness allows group members to ______. a. express viewpoints b. give and receive feedback c. accept opinions different than their own d. all of these Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Building Cohesiveness Difficulty Level: Easy AACSB Standard: Leading in organizational situations 19. Cohesiveness is associated with all except which of the following? a. Increased participation b. Positive feelings towards group members c. Strong influence over group members d. Near perfect achievement of goals Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Building Cohesiveness Difficulty Level: Medium AACSB Standard: Leading in organizational situations 20. Students who love attending a particular class, know everyone’s name in that class, and are ready and able to offer differing viewpoints on course material likely feel ______ with the group. a. cohesiveness b. norms c. structure d. unrealized strength Ans: A

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Building Cohesiveness Difficulty Level: Hard AACSB Standard: Leading in organizational situations 21. Which of the following is associated with strong group cohesion? a. Group members feel less need to attend meetings b. Group members are more productive c. Group members keep to themselves d. Both group members feel less need to attend meetings and group members are more productive Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Figure 8.1: Positive Outcomes of Cohesive Groups Difficulty Level: Medium AACSB Standard: Leading in organizational situations 22. Leaders can assist in building cohesiveness by ______. a. creating a climate of trust b. becoming authoritarian c. engaging laissez-faire leadership d. all of these Ans: A Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Building Cohesiveness Difficulty Level: Medium AACSB Standard: Leading in organizational situations 23. Which of the following is not a way a leader can help build cohesiveness? a. Encourage passive members to become involved b. Help group members achieve their individual goals c. Focus on their own needs and ego d. Allow group members to share leadership responsibility Ans: C Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Building Cohesiveness Difficulty Level: Medium AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 24. The expressed and implied expectations for performance that exist within a group or an organization are known as ______. a. norms b. standards of excellence c. strengths d. mission Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Promoting Standards of Excellence Difficulty Level: Medium AACSB Standard: Leading in organizational situations 25. Which of the following is NOT one of the six factors critical to standard of excellence? a. How much initiative and effort they need to demonstrate b. How group members are expected to treat one another c. The extent to which deadlines are significant d. All of these are factors Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Promoting Standards of Excellence Difficulty Level: Medium AACSB Standard: Leading in organizational situations 26. Which of the following is one of the six standards of excellence factors? a. What group members need to know and what skill they need to acquire b. How much a change will cost the organization c. What goals they need to achieve d. What group members need to know and what skill they need to acquire and what goals they need to achieve are both factors Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Promoting Standards of Excellence Difficulty Level: Medium AACSB Standard: Leading in organizational situations 27. Meg Whitman removing gates and fences that separated executive parking from general employee parking at HP is an example of ______. a. providing structure

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. building cohesiveness c. recognizing strengths d. mitigating weakness Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension, Application Answer Location: Leadership Snapshot Difficulty Level: Hard AACSB Standard: Leading in organizational situations 28. LaFasto and Larson identified “three Rs” to influence performance and promote standards of excellence. Which is not one of them? a. Require results b. Review results c. Recognize results d. Reward results Ans: C Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Promoting Standards of Excellence Difficulty Level: Hard AACSB Standard: Leading in organizational situations 29. Giving constructive feedback and resolving performance issues is part of which of the “three Rs”? a. Require results b. Review results c. Reward results Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Review Results Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 30. Which of the following is not a tip for giving constructive feedback? a. Address behaviors b. Use “you” language c. Describe specifically what you have observed d. Check to ensure clear communication has occurred Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Table 8.1: Tips for Giving Constructive Feedback Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 31. Which of the following is not one of the six factors critical to standards of excellence? a. How much initiative and effort members need to demonstrate b. The extent to which deadlines are significant c. How many hours of overtime members are willing to work d. What goals the members need to achieve Ans: C Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Promoting Standards of Excellence Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 32. What are standards of excellence? a. Rules about absenteeism b. The expressed and implied expectations for performance that exist within a group c. Established benchmarks of performance d. Both the expressed and implied expectations for performance that exist within a group and established benchmarks of performance Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Promoting Standards of Excellence Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 33. Which of the following leadership actions would not assist a group in building cohesiveness? a. Encourage passive or withdrawn members to leave the group b. Help group members achieve their individual goals c. Invite group members to become active participants d. Allow group members to share leadership responsibilities Ans: A Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Building Cohesiveness Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 34. In establishing a constructive climate, leaders can give structure to a group by ______. a. communicating the group’s goals to the group b. identifying the unique ways that each member can contribute to the group c. allowing group members to come up with work rules d. both communicating the group’s goals to the group and identifying the unique ways that each member can contribute to the group Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Climate in Practice Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 35. What is constructive feedback? a. Honest and direct communication about a group member’s performance b. It is not mean-spirited or paternalistic c. It is overly nice and patronizing d. Both honest and direct communication about a group member’s performance and it is not mean-spirited or paternalistic Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Table 8.1: Tips for Giving Constructive Feedback Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 36. According to LaFasto and Larson, leaders must do which of the following to influence performance and promote standards of excellence? a. Require results b. Review results c. Reward results d. All of these Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Promoting Standards of Excellence Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 37. Which of the following is not related to climate? a. Rituals

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. Strengths c. Procedures d. Values Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge Answer Location: Constructive Climate Explained Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 38. Professors handing out the syllabus on the first day of class is an example of ______. a. procedures b. clarifying norms c. providing structure d. promoting standards of excellence Ans: C Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Providing Structure Difficulty Level: Hard AACSB Standard: Leading in organizational situations 39. A coach asking players to show up 15 minutes before practice every day is doing what? a. Building cohesiveness b. Promoting a vision c. Providing feedback d. Clarifying norms Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Clarifying Norms Difficulty Level: Hard AACSB Standard: Leading in organizational situations 40. If a group appears to be disjointed initially, they need to worry about ______. a. building cohesiveness b. clarifying norms c. setting the tone d. providing structure Ans: A

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Building Cohesiveness Difficulty Level: Medium AACSB Standard: Leading in organizational situations 41. Which of the following describes a leader’s need to articulate clear, concrete expectations for team members? a. Review results b. Reward results c. Provide reinforcement d. Require results Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Promoting Standards of Excellence Difficulty Level: Medium AACSB Standard: Leading in organizational situations 42. Employees in a store prefer working for Joe, the day manager, rather than Peter, the night manager. Joe is very careful in how he treats his employees, whereas Peter is brutally honest in his assessment of his employee’s mistakes. What best describes the behaviors in scenario above? a. Providing structure b. Giving constructive feedback c. Rewarding results d. Establishing norms Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Promoting Standards of Excellence Difficulty Level: Hard AACSB Standard: Leading in organizational situations 43. While giving feedback you should ______. a. use a tone that implies anger b. use “need to” phrases (e.g. “you need to improve…”) c. demonstrate how disappointed you are d. none of these Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Table 8.1: Tips for Giving Constructive Feedback Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 44. Rewarding results is ______. a. very practical b. a straightforward process c. something every leader can do d. all of these Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Answer Location: Reward Results Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 45. Kouzes and Posner state that rewarding results is one of their five exemplary practices of leadership. Which of the following is not a way listed to enact this practice? a. Have a celebration dinner b. Buy the group member a gift of significant value c. Give the group member personalized appreciation d. Send an e-mail praising the group member’s efforts Ans: B Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Reward Results Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 46. Establishing ______ is a subtle yet essential aspect of effective leadership that contributes to effective group function. a. a constructive climate b. a strengths culture c. authoritarian leadership d. none of these Ans: A Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 47. Establishing a constructive climate is a(n) ______ process. a. complex

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. simple c. strengths-based d. ambitious Ans: A Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Medium AACSB Standard: Leading in organizational situations 48. Confronting inadequate performance of a group member can ______. a. be challenging b. be emotionally charged c. require much of the leader d. all of these Ans: D Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Review Results Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 49. In requiring results, a leader should ______. a. articulate clear, concrete expectations b. expect followers to know what to do c. not discuss work processes with followers d. none of these Ans: A Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Require Results Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 50. Which of the following is used to describe Meg Whitman in the Leadership Snapshot? a. Excessive b. Decadent c. Decisive d. Abrasive Ans: C Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Leadership Snapshot Difficulty Level: Hard AACSB Standard: Leading in organizational situations 51. The beliefs, values, and traditions that are widespread in an organization are known as the organization’s ______. a. climate b. culture c. context d. mission Ans: B Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Knowledge Answer Location: Constructive Climate Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 52. Groupthink occurs when team members ______. a. value unanimity over critical appraisal of ideas b. create a positive group climate c. work cohesively to accomplish their mission d. brainstorm ideas together Ans: A Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: 2. Building Cohesiveness Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork True/False 1. A leader should create a constructive climate to help group members perform at their highest levels of excellence.

Ans: T Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Comprehension, application Answer Location: Constructive Climate Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. Norms develop early, but they are not difficult to change.

Ans: F Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Comprehension

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Clarifying Norms Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 3. It is not necessary for a leader to create a constructive climate for a group to perform at their highest level of excellence.

Ans: F Learning Objective: 8.1: Define climate in the context of a team or an organization.

Cognitive Domain: Comprehension Answer Location: Constructive Climate Explained Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 4. Because working in groups can be chaotic and challenging, it is helpful when a leader provides a sense of structure for group members.

Ans: T Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Providing Structure Difficulty Level: Easy AACSB Standard: Leading in organizational situations 5. Giving constructive feedback is a must for a leader.

Ans: T Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Immediately after Table 8.2 Difficulty Level: Easy AACSB Standard: Leading in organizational situations 6. In giving feedback, addressing behaviors refers to focusing on personal traits.

Ans: F Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Promoting Standards of Excellence Difficulty Level: Medium AACSB Standard: Leading in organizational situations 7. Norms are the rules of behaviors that are established and shared only by some members of the group.

Ans: F Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Clarifying Norms Difficulty Level: Medium AACSB Standard: Leading in organizational situations 8. Cohesiveness is described as a sense of “we-ness,” the cement that holds a group together.

Ans: T Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Building Cohesiveness Difficulty Level: Easy AACSB Standard: Leading in organizational situations 9. Norms are not useful in figuring out what is appropriate or inappropriate in a group setting.

Ans: F Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Clarifying Norms Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. Providing structure for a group is like giving members an architectural blueprint for their work.

Ans: T Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Summarize the practice of creating a constructive climate.

Cognitive Domain: Knowledge Answer Location: Providing Structure Difficulty Level: Easy AACSB Standard: Leading in organizational situations 11. Groupthink is an important contributor to positive group outcomes.

Ans: F Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Building Cohesiveness Difficulty Level: Easy AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Essay 1. Briefly define the four leader behaviors involved in establishing a constructive climate in a group. Give an example of what each one would look like in your line of work.

Ans: Providing structure, clarifying norms, building cohesiveness, promoting standards of excellence.

Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge | Application Answer Location: Climate in Practice Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. What is synergy and how can you foster it in a group?

Ans: Effective groups use the talents of each individual and, as a result, accomplish a great deal. This is known as synergy, when the group outcome is greater than the sum of the individual contributions.

Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge | Comprehension Answer Location: Providing Structure Difficulty Level: Easy AACSB Standard: Leading in organizational situations 3. Share an example of a time you helped build cohesiveness in a group. Which of the actions described in the text did you use? Did you use any that were not mentioned?

Ans: Cohesiveness allows group members to express their personal viewpoints, give and receive feedback, accept opinions different from their own, and feel comfortable doing meaningful work.

Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application Answer Location: Building Cohesiveness Difficulty Level: Medium AACSB Standard: Leading in organizational situations 4. Which of the four leader behaviors for establishing a constructive climate in a group is most challenging for you to implement? How is the challenge connected to your leadership traits?

Ans: Providing structure, clarifying norms, building cohesiveness, promoting standards of excellence Learning Objective: 8.1: Define climate in the context of a team or an organization. | 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Application | Analysis Answer Location: Climate in Practice

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Hard AACSB Standard: Leading in organizational situations 5. Briefly discuss the steps in giving constructive feedback. Highlight key points with examples from your personal experiences.

Ans: Table 8.2 Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge | Comprehension Answer Location: Table 8.1: Tips for Giving Constructive Feedback Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 6. Describe some norms in a team or group you have worked with at your job or in school. How have they helped or hindered the group?

Ans: Varies Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Knowledge | Comprehension Answer Location: Clarifying Norms Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 7. Explain the ways in which a leader can provide structure to a group or team. Illustrate with examples from your experiences.

Ans: Varies Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Comprehension Answer Location: Providing Structure Difficulty Level: Medium AACSB Standard: Leading in organizational situations 8. A challenge for leaders is to find how each individual group member can contribute to the group and encourage the group to recognize their contributions. How will you identify unique ways members of a group you are leading can do this and support each other?

Ans: Varies – should incorporate aspects of synergy and strengths exploration, relationship leadership.

Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Analysis | Application Answer Location: Providing Structure Difficulty Level: Hard AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 9. Norms can be positive or negative to a group’s efficiency. Differentiate among which norms would be positive for a group to adopt and what some negative ones would be.

Ans: The reason norms are important is because they have such a strong impact on how the group functions and whether the group is successful or not. For example, a classroom setting with an established norm that students do not raise their hands or offer comments to the discussion can be very boring. A weekly staff meeting where people are allowed to constantly whisper with the person next to them will create an atmosphere that lacks cohesiveness and most likely be very unproductive. On the positive side, when a norm of helping others with their work develops in a small business setting, it can be very helpful and inspiring. Leaders need to be aware that norms always exist, and even when they are subtle or not verbally expressed, they do impact the productivity of the group.

Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Analysis | Application Answer Location: Clarifying Norms Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 10. Differentiate among the “three Rs” by LaFasto and Larson. How can you use each of these to promote excellence within an organization?

Ans: (1) Require results, (2) Review results, and (3) Reward results.

Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Analysis | Application Answer Location: Promoting Standards of Excellence Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 11. Explain why power differences should be taken into account by a leader when giving feedback to followers.

Ans: Power difference refers to the fact that leaders and followers (supervisors and employees) do not always have equal authority or capacity to act. For example, a supervisor is responsible for evaluating an employee, whereas an employee is not responsible for evaluating the work of the supervisor. Often it is the person in the relationship who has less power, who is most aware of an existing power difference. In the text, several examples are given of female attorneys and attorneys of color who feel they have to outperform their white male colleagues to receive the same recognition for their work; or female medical residents who are evaluated lower than male colleagues with the same experience; or female tech workers who receive more critical feedback than male workers, including to be less assertive. It is important for leaders to be aware of power difference and their own potential bias when giving feedback, and to ensure equal standards for all.

Learning Objective: 8.2: Assess the four factors a leader should consider when establishing a constructive climate.

Cognitive Domain: Analysis | Application

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Review Results Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 9: Embracing Diversity and Inclusion Test Bank Multiple Choice 1. In this chapter, diversity is defined as ______. a. representation of some groups of individuals b. incorporating individuals into a group or organization c. the amount of difference among members of a group or organization d. valuing differences between groups Ans: C Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 2. What are the core dimensions of diversity? a. Age, ethnicity, gender, and race b. Mental/physical abilities and characteristics c. Sexual orientation d. All of these Ans: D Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 3. Communication style, education, family status, military experience, organization role and level, religion, first language, geographical location, income, work experience, and work style are all considered ______ dimensions of diversity. a. primary b. secondary c. tertiary d. quaternary Ans: B Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. What is the process of incorporating differing individuals into a group or organization? a. Diversity b. Inclusion c. Compromising d. None of these Ans: B Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 5. Inclusion is about the ______ incorporating the opinions of the ______ and giving voice to the people who are seldom heard. a. majority; minority b. minority; majority c. oppressors; oppressed d. oppressed; oppressors Ans: A Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 6. According to Schutz (1958), what is the basic human need that everyone experiences in their interpersonal relationships? a. Control, affection, and inclusion b. Affection and inclusion c. Control and inclusion d. None of these Ans: A Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 7. What time period in which a changing perspective on diversity occurred in the United States does NOT properly match up with the corresponding metaphor? a. 1960s to 1980s – Melting Pot b. 1980s to 1990s – Salad c. 1990s to present – Salad Bar d. None of these Ans: C

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Table 9.2: Changing Perspectives on Diversity Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 8. The Age Discrimination Act (1974) protects workers over ______ years of age from being discriminated at work because of their age. a. 35 b. 40 c. 45 d. 50 Ans: B Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 9. Which of these identities are not protected under the Civil Rights Act (1963)? a. Race b. Sexual orientation c. Religion d. Color Ans: B Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 10. What year was the Equal Pay Act made into law? a. 1963 b. 1964 c. 1965 d. 1974 Ans: A Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 11. Which metaphor was used when referring to the blending of many into one? a. Salad bar b. Salad

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. Melting pot d. None of these Ans: C Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 12. What is the process where those from different cultures were expected to adapt to and, in many cases, adopt the customs of the majority group? a. Pluralism b. Differentiation c. Inclusion d. Assimilation Ans: D Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments | Interpersonal relations and teamwork 13. A workplace environment that recognizes the holidays of different cultures without giving up identities, customs, and traditions might be taking this multicultural approach? a. Assimilation b. Differentiation c. Pluralism d. None of these Ans: C Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Application Answer Location: Diversity and Inclusion Explained Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 14. The current approach to diversity acknowledges differences among people and values those difference by ______ them into an organization. a. assimilating b. segregating c. integrating d. none of these Ans: C Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 15. What are the opposing needs that social psychologist argued are at the core of belonging to a group? a. To assimilate and be included b. To assimilate and differentiate c. To assimilate and be included and to assimilate and differentiate d. None of these Ans: C Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge Answer Location: Inclusion Framework Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 16. How many components are there to the inclusion framework? a. 1 b. 2 c. 3 d. 4 Ans: D Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge Answer Location: Table 9.3: Inclusion Framework Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 17. ______ describes individuals who feel unique and respected but who also feel left out and not a part of the in-group. a. Exclusion quadrant b. Differentiation quadrant c. Assimilation quadrant d. Inclusion quadrant Ans: B Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge Answer Location: Inclusion Framework Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 18. ______ represents people who feel they are insiders and in the organizational ingroup but their unique characteristics are not really valued by the organization.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. Exclusion quadrant b. Differentiation quadrant c. Assimilation quadrant d. Inclusion quadrant Ans: C Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge Answer Location: Inclusion Framework Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 19. ______ represents individuals in a group or organization who feel left out and excluded; they do not feel a part of things and they do not feel valued. a. Exclusion quadrant b. Differentiation quadrant c. Assimilation quadrant d. Inclusion quadrant Ans: A Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge Answer Location: Inclusion Framework Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 20. ______ describes individuals who feel they belong and are valued for their unique beliefs, attitudes, values, and background. a. Exclusion quadrant b. Differentiation quadrant c. Assimilation quadrant d. Inclusion quadrant Ans: D Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge Answer Location: Inclusion Framework Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 21. What are the levels of systems of inclusion? a. Societal and interpersonal b. Organization and individual c. Leadership and group d. All of these Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge Answer Location: Model of Inclusive Practices Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 22. Which of these are examples of inclusion at the leadership level? a. The city council promotes the installation of a new piece of art that represents the city’s historical involvement with slavery. b. A new employee training program at a call center fosters acceptance of international customers. c. The manager gives a disgruntled female staff member time to voice her opinions to the predominantly male staff. d. all of these Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge, Comprehension Answer Location: Models of Inclusive Practices Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 23. Employees requesting to change benefit policies to better serve the needs of LGBT staff is an example of what system of inclusion? a. Organizational b. Leadership c. Group d. Interpersonal Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge, Comprehension Answer Location: Models of Inclusive Practices Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 24. A board of trustees at a university approve a decision to allow parental leave regardless of gender is an example of what system of inclusion? a. Organizational b. Leadership c. Group d. Interpersonal Ans: A Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Knowledge | Comprehension Answer Location: Models of Inclusive Practices Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 25. Which of these are NOT components of the inclusion experience? a. Feeling safe b. Feeling respected and valued c. Feeling in charge d. Feeling authentic and whole Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Leader Practices that Advance Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 26. In looking at the inclusion experience, individuals can ask which of the following questions when looking at feeling safe? a. Do I help others feel physically and psychologically safe? b. Do I help others feel like they are a full member of the group? c. Do I help others express opposing opinions without fear of negative repercussion? d. all of these Ans: D Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Table 9.4: Components of the Inclusion Experience Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 27. In looking at the inclusion experience, individuals can ask which of the following questions when looking at feeling involved and engaged? a. Do I treat others as full participants—as insiders? b. Do I let others to be truly themselves in the group? c. Do I treat everyone fairly without discrimination? d. none of these Ans: A Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Table 9.4: Components of the Inclusion Experience Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 28. In looking at the inclusion experience, individuals can ask which of the following questions when looking at feeling respected and valued? a. Do I let others know I trust and care about them? b. Do I let others participate in decision-making? c. Do I let others know I trust and care about them? d. Do I encourage others to be honest and transparent?

Ans: A Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Table 9.4: Components of the Inclusion Experience Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 29. In looking at the inclusion experience, individuals can ask which of the following questions when looking at feeling influential? a. Do I help others feel like they are part of our team? b. Do I treat others like they are a valued group member? c. Do I let others know they can be completely open with the group? d. none of these Ans: D Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Table 9.4: Components of the Inclusion Experience Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 30. In looking at the inclusion experience, individuals can ask which of the following questions when looking at feeling authentic and whole? a. Do I give others access to information and resources to do their work? b. Do I treat others as I would like to be treated myself? c. Do I allow others to be truly themselves in the group? d. none of these Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Table 9.4: Components of the Inclusion Experience Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 31. In looking at the inclusion experience, individuals can ask which of the following questions when looking at diversity is recognized, attended to, and honored? a. Do I treat everyone fairly without discrimination? b. Do I let others know I trust and care about them?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. Do I let others participate in decision-making? d. Do I treat everyone fairly without discrimination and do I let others know I trust and care about them?

Ans: D Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Table 9.4: Components of the Inclusion Experience Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 32. A manager that recognizes an employee’s strengths at editing and organization puts that employee in charge of policy and procedure review for workplace expectations is an example of this component in the inclusion experience: a. feeling safe b. feeling involved and engaged c. feeling respected and valued d. feeling authentic and whole Ans: B Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension Answer Location: Leader Practices that Advance Diversity and Inclusion Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 33. Practicing the Golden Rule—“Treat others as you would like to be treated yourself”—is at the core of this component of the inclusion experience? a. feeling safe b. feeling involved and engaged c. feeling respected and valued d. feeling authentic and whole Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Leader Practices that Advance Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 34. When followers are able to participate in decisions they feel a sense of significance; they feel ______, which allows them to affect the process, to feel alive, to feel influential. a. small b. useful c. agency

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. organized Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Leader Practices that Advance Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 35. As a leader, both on an individual and organizational, level, how many common barriers can detract from successfully embracing diversity and inclusion? a. 3 b. 4 c. 5 d. 6 Ans: B Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 36. Which of these statements do NOT apply to ethnocentrism? a. The tendency for individuals to place their own group at the center of their observations of others and the world. b. Judgments we make about others based on previous decisions. c. The perception that one’s own culture is better or more natural than the culture of others. d. Prevents people from fully understanding or respecting the viewpoints of others.

Ans: B Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 37. Which of these statements apply to prejudice? a. A largely fixed attitude held by an individual about another individual that is based on faulty data b. Thought of in the context of race or ethnicity c. Applies in areas such as gender, age, and sexual orientation d. All of these Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 38. When an individual labels a group of individuals as the same at the expense of recognizing the uniqueness of each individual, it is called a ______. a. ethnocentric view b. prejudice c. stereotype d. none of these Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 39. Which of these apply to privilege? a. An advantage held by a person that is based on class which gives those who have it power over those who do not b. An unfair advantage that some people have in comparison to others c. Excludes individuals due to race and puts them at a disadvantage d. All of these Ans: D Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 40. Which of these statements is an example of systemic discrimination? a. A job application that asks questions that will infer age of applicant b. Paying male employees more than female employees c. Paid leave time for Christmas but no other religious holiday d. All of these Ans: D Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge, Comprehension Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Diverse and multicultural work environments 41. When patterns of discriminatory behavior, policies, or practices become a part of an organization and continue to perpetuate disadvantage to those being discriminated against it has become ______. a. systemic b. integral c. requisite d. inseparable Ans: A Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 42. In embracing diversity and inclusion, leaders must ______. a. address the barriers of prejudice, ethnocentrism, stereotypes, and privilege within an organization b. take a critical look at their own biases c. address the barriers of prejudice, ethnocentrism, stereotypes, and privilege within an organization; and take a critical look at their own biases d. none of these Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 43. The tendency for individuals to place their own racial or cultural group at the center of their observations is known as ______. a. ethnocentrism b. alienation c. prejudice d. differentiation Ans: A Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 44. A fixed attitude, belief, or emotion held by an individual about another individual or group that is based on faulty or unsubstantiated data is otherwise known as ______. a. ethnocentrism b. prejudice c. stereotype d. privilege Ans: B Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Comprehension Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 45. Vincent believes that all fans of his school’s biggest football rival are loud, rude, and obnoxious. Vincent’s beliefs are ______. a. ethnocentric b. stereotyping c. privileged d. none of these Ans: B Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Comprehension, Application Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 46. An advantage held by a person or group that is based on age, race, ethnicity, gender, class, or another cultural dimension, which gives those who have it power over those who do not is known as ______. a. ethnocentrism b. prejudice c. stereotype d. privilege Ans: D Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Comprehension Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 47. Which of the following is not a barrier to embracing diversity and inclusion? a. Privilege b. Stereotypes

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. Pluralism d. Ethnocentrism Ans: C Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 48. Which generation is more likely to focus on the unique experiences of individuals, teamwork, and collaboration than issues of justness, in diversity? a. Millennial b. Boomers c. Gen X d. The Greatest Generation Ans: A Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Comprehension Answer Location: Diversity and Inclusion Explained Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 49. ______ focuses on recognizing differences and ______ is concerned with embracing those differences. a. Diversity; ethnocentrism b. Diversity; inclusion c. Inclusion; diversity d. Privilege; stereotyping Ans: B Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Comprehension Answer Location: Definitions Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 50. During the early years of diversity the focus was on ______. a. righting the wrongs b. accepting and celebrating differences c. creating inclusive organizations d. none of these Ans: A Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Diverse and multicultural work environments 51. Which generation is more likely to have an inclusive perspective on diversity in the workplace? a. Millennials b. Gen X c. Gen Z d. Boomers Ans: C Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 52. A McKinsey study of hundreds of international organizations found that those with a diverse leadership team experienced ______. a. better financial performance b. more misunderstandings c. less turnover d. less effective decision-making Ans: A Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Approaches to Diversity Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 53. When bringing diverse people together for collaborative work, research suggests that leaders should ______. a. encourage people to talk mainly about work b. encourage people to talk about their social identities openly c. discourage people from talking about their ethnicity or religion d. discourage people from celebrating their differences Ans: B Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Comprehension Answer Location: Recognizing, Attending to, and Honoring Diversity Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 54. When an employer is unaware that she routinely chooses to hire people who are similar to her in age, religion, and ethnicity, this behavior reflects ______. a. ethnocentrism b. prejudice

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. stereotype d. unconscious bias Ans: D Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Prejudice Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments True/False 1. The primary dimensions of diversity are more powerful and less changeable, while the tertiary dimensions can change, are less visible, and less influential in how they impact our lives.

Ans: F Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 2. As Myers (2012) aptly suggests, inclusion is about “being invited to the party” and diversity is about “being asked to dance.”

Ans: F Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Comprehension Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 3. Pluralism means people of all races, classes, religions, and backgrounds can coexist in one society.

Ans: T Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 4. The inclusion framework looks at an individual’s sense of belongingness and the individuals’ sense of value towards one’s uniqueness.

Ans: T Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Knowledge Answer Location: Inclusion Framework Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 5. The inclusion framework underscores that differentiation focuses primarily on people’s differences and assimilation focuses primarily on people’s connectedness to the whole.

Ans: T Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge Answer Location: Inclusion Framework Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 6. The Systems of Inclusion: A Multilevel Analytic Framework allowed for inclusion to occur at the societal level and work its way down to the individual as well as from the individual back up to the societal level.

Ans: T Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension Answer Location: Model of Inclusive Practices Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 7. Ferdman’s Diversity at Work: The Practice of Inclusion addressed the four Components of Inclusion Experience.

Ans: F Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Leader Practices that Advance Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 8. When an individual is in a staff meeting and others listen to his or her ideas, this is an example of feeling safe within the components of the inclusion experience.

Ans: F Learning Objective: 9.3: Discuss practices for embracing diversity and inclusion.

Cognitive Domain: Knowledge | Comprehension Answer Location: Leader Practices that Advance Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 9. There are four common barriers that can hinder diversity and inclusion.

Ans: T Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 10. Privilege is a result of hard work, competence, and experience.

Ans: F Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 11. In diverse groups, equity means that all people should receive equal access to resources and education from the very beginning.

Ans: F Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge | Comprehension Answer Location: Equity Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments Essay 1. In what ways do the primary and secondary dimensions of diversity differ?

Ans: The primary dimensions of diversity are more powerful and less changeable, while the secondary dimensions can change, are less visible, and less influential in how they impact our lives.

Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Definitions Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 2. In the early years of the change in workplace diversity, what were the ways in which the federal government focused on discrimination and fairness?

Ans: (1) the Equal Pay Act (1963), which stated that women and men must receive equal pay for equal work; (2) the Civil Rights Act (1964), which prohibited discrimination in employment based on race, sex, national origin, religion and color; (3) the Executive Orders (1961–1965), which required organizations that accepted federal funds to submit

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Affirmative Action plans that demonstrated their progress in hiring and promoting groups of people who had been discriminated against previously; and (4) the Age Discrimination Act (1974), which protected workers over 40 years of age from being discriminated at work because of their age.

Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge Answer Location: Diversity and Inclusion Explained Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 3. Give examples for each quadrant of the Inclusion Framework: Ans: From the text Exclusion quadrant – an example might be a female vice president of a bank whose ideas are discounted by her male counterparts and who is seldom invited to corporate planning meetings.

Differentiation quadrant – for example, this might be when a customer-service center hires several Spanish-speaking representatives because the center is working with more Spanish speaking customers. But those representatives are not asked for their input on organizational issues such as the scripting they use for complaint calls.

Assimilation quadrant – an example of assimilation could be a Native American college student who is 100% involved and accepted in the classroom but his unique heritage is not acknowledged by the others, who expect him to give up that heritage to blend in to the dominant group.

Inclusion quadrant – for example, inclusion occurs when students at a small rural high school welcome three new students who are Syrian refugees who have come to live with families in the area. The students establish an “international club” where they are learning Syrian from the new students while helping the Syrian students with their English and discuss one another’s culture. The social sciences teacher incorporated a research project on Syria for all his students based on a presentation that one of the Syrian students gave about his experiences. Another of the Syrian students is a gifted singer and is in the choir, and the choir teacher asked her to pick out a song from her native country that the choir is learning to sing for its winter program.

Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Knowledge | Comprehension | Application Answer Location: Inclusion Framework Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 4. As the first component to the Inclusion Experience, explain the importance of Feeling Safe: Ans: To help individuals feel safe, it is important for leaders to treat followers in nonthreatening ways. In situations where one person feels different from others, the leader plays a fundamental role in letting that person know that he or she will not be hurt physically or psychologically if his or her ideas differ from others and that he or she will not be ridiculed or criticized for expressing these ideas. Even if a person’s opinions may

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 go directly against the majority opinion, that individual can feel safe that he or she will not experience negative repercussions. Leaders need to communicate with each of their followers in such a way that all of them feel they are a part of the whole. It is a safe feeling for individuals to know they will not be rejected by the group for their uniqueness.

Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension Answer Location: Leader practices that advance diversity and inclusion Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 5. List the levels provided by Ferdman’s Systems of Inclusion from the top to the bottom and choose one level to provide an example in the workforce: Ans: Societal, Organizational, Leadership, Group, Interpersonal, and Individual From the text, at the leadership level, if during a staff meeting of a department that is predominantly male, the department’s head gives a disgruntled female staff member time to voice her opinions to the others, that staff member will feel that her opinions matter. It will also model to the group’s members how to listen to others and value their opinions, even if those opinions are different from their own.

Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension | Application Answer Location: Model of Inclusive Practices Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 6. Identify the six key components of the experience of inclusion and give examples of ways in which you can practice each component.

Ans: Feeling Safe – help others to feel physically and psychologically safe; Feeling Involved and Engaged – give others access to information and resources to do their work; Feeling Respected and Valued – let others know I trust and care about them; Feeling Influential – let others participate in decision-making; Feeling Authentic and Whole – encourage others to be honest and transparent; Diversity is Recognized, Attended to, and Honored – treat everyone fairly without discrimination.

Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension | Application Answer Location: Leader Practices that Advance Diversity and Inclusion Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 7. In looking at Ethnocentrism, in what ways can it be a major obstacle to effective leadership?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: Ethnocentrism can be a major obstacle to effective leadership because it prevents people from fully understanding or respecting the viewpoints of others. For example, if a person’s culture values individual achievement, it may be difficult for that person to understand someone from a culture that emphasizes collectivity (i.e., people working together as a whole). Similarly, if a person believes strongly in respecting authority, that person may find it difficult to understand someone who challenges authority or does not easily defer to authority figures. The more ethnocentric we are, the less open or tolerant we are of other people’s cultural traditions or practices.

Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 8. Define Stereotype as a barrier to diversity and inclusion. Analyze how it can be harmful as well as useful.

Ans: A stereotype is a fixed belief held by an individual that classifies a group of people with a similar characteristic as alike. Stereotypes allow people to respond to complex information and make meaning from it by either generalizing it, or putting a blanket category around it. It is a way of processing information quickly.

In a small way, stereotypes can be useful. Stereotypes can reduce uncertainty in some situations because they provide partial information to us about others. For example, if you see some people wearing hijabs, as a Muslim woman, you would feel comfortable sitting near them, but as a non-Muslim you could falsely presume and then avoid them based on unsubstantiated allegations.

Learning Objective: 9.1: Compare the complex processes of diversity and inclusion. | 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension | Application | Analysis Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 9. Define Privilege as a barrier to diversity and inclusion. Give an example of privilege that you do not have. Give an example of privilege that you personally have.

Ans: Privilege is an advantage held by a person or group that is based on age, race, ethnicity, gender, class, or some other cultural dimension, which gives those who have it power over those who do not. Privilege has been described as an unfair advantage that some people have in comparison to others. In situations where it exists, privilege excludes others and puts them at a disadvantage.

Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension | Analysis Answer Location: Barriers to Embracing Diversity and Inclusion Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 10. Analyze the Leadership Snapshot of Ursula Burns specifically looking at how Xerox addressed issues of inclusion of women in the workforce.

Ans: Burns, who is African American, was recruited by Xerox in 1980 as part of its summer minority internship program, said that back then the diversity efforts then “didn’t extend to gender.”

It was through a woman’s caucus group that Xerox management learned women one obstacle in women obtaining and retaining top positions in its manufacturing divisions were the rigid hours of shift schedules. These schedules made it difficult for women who were also primary caregivers to their children to work in manufacturing. Executives learned that “women weren’t dumb in manufacturing, they need more flexibility” than the company allowed them, says Burns (Solman, 2014).

Xerox rose to dominance as maker of copy machines, but watched that market shrivel with competition from digital imaging. As a result, Xerox dramatically changed its business model. It is now in the business of client services and has become more globally oriented. In doing so, the company found that its suppliers, customers and partners came from diverse cultures, backgrounds and experiences. In order to be able to connect with them, Xerox had to connect with the diversity within its own ranks.

Learning Objective: 9.3: Summarize the six key components of the experience of inclusion.

Cognitive Domain: Knowledge | Comprehension | Application | Analysis Answer Location: Leadership Snapshot Difficulty Level: Hard AACSB Standard: Diverse and multicultural work environments 11. Compare equity and equality. What would equity look like in practice, in the field of work you are currently in or would like to work in?

Ans: Equity and equality are similar in that they are both concerned with fairness and inclusion. They differ in that an equality perspective aims to ensure that all people have equal access to resources and opportunity, while an equity perspective recognizes that the reason for disparities in resources and opportunity stem from discrimination and systemic inequalities. Equity is about creating a level playing field from the get-go. In the field of medicine, for example, equity would ensure that all public schools would provide high quality STEM education for all children, boys and girls; that there would be mentors for both boys and girls; that medical schools would accept the same percentage of qualified female applicants as male applicants, and so on.

Learning Objective: 9.1: Compare the complex processes of diversity and inclusion.

Cognitive Domain: Knowledge | Comprehension Answer Location: Diversity and Inclusion Explained Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 12. How might cultural differences affect how diverse/minority group members are perceived by others in the group?

Ans: Cultural values and norms differ around the world. For example, people from one culture may value assertiveness, while those from another may not. When working

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 together, the assertive member might perceive their co-worker as docile or ineffective, while the less assertive group member might perceive their colleague as bossy or dominant. This may affect how they interact with each other, and how they contribute to the group’s output.

Learning Objective: 9.2: Evaluate Brewer’s assertion that inclusion requires both assimilation and differentiation.

Cognitive Domain: Comprehension │Application Answer Location: Feeling involved and Engaged Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 10: Listening to Out-Group Members Test Bank Multiple Choice 1. Individuals in a group or organization who do not identify as part of the larger group are ______. a. visionaries b. out-group members c. loners d. troublemakers Ans: B Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: Out-Group Members Explained Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 2. Out-group members may feel ______. a. welcome b. valued c. alienated d. understood Ans: C Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: Out-Group Members Explained Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 3. Out-groups can form because people disagree with the ______ of the majority. a. social positions b. political positions c. ethical positions d. all of these Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: How Out-Groups Form Difficulty Level: Easy

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Interpersonal relations and teamwork 4. Which of the following is not one of the four major reasons that out-groups form? a. Out-groups are in opposition to the larger group. b. People sense that they are excluded by the larger group. c. Some individuals cannot identify with beliefs, norms, or values of the dominant members. d. They have the communication and social skills to effectively relate to the larger group.

Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Application Answer Location: How Out-Groups Form Difficulty Level: Hard AACSB Standard: Application of knowledge 5. According to social identity theory, out-groups may form because some individuals cannot identify with which aspects of dominant group members? a. Strengths b. Style c. Values d. Approach Ans: C Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: How Out-Groups Form Difficulty Level: Medium AACSB Standard: Group and individual behaviors 6. A new transfer student joins a residential student organization on their new campus.

She arrives at their first meeting and sits in the back and does not speak up at the meeting. While some other members notice the new student, no one approaches her or welcomes her to the group. She continues to attend meetings but does not feel she can contribute to the organization due to the makeup of the active members. This is an example of ______. a. ethical opposition to the large group b. opposition to values of the dominant group c. exclusion by the larger group d. unrealized strengths in action Ans: C Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Application Answer Location: How Out-Groups Form

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 7. How do out-groups form? a. Some individuals cannot identify with the beliefs of the larger group. b. People lack communication skills or social skills. c. People are in opposition with the majority. d. all of these Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: How Out-Groups Form Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 8. Why should a leader be concerned about the impact of group members? a. They run counter to building community. b. They increase efficiency. c. They take energy away from the group. d. They run counter to building community and they take energy away from the group.

Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: The Impact of Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 9. Impacts of out-groups include ______. a. negative impact on synergy b. lack of respect for all members of the group c. negative impact on synergy and lack of respect for all members of the group d. none of these Ans: C Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: The Impact of Out-Group Members Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 10. ______ is one of the most important ways that a leader can respond to out-group members. a. Listening b. Developing their strengths

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. Changing their leadership style d. Changing the group to fit their needs Ans: A Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Knowledge Answer Location: Strategy 1: Listen to Out-Group Members Difficulty Level: Medium AACSB Standard: Leading in organizational situations 11. A special kind of listening that requires standing in the shoes of out-group members is ______. a. active listening b. critical listening c. care-taking d. empathy Ans: D Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Knowledge Answer Location: Strategy 2: Show Empathy to Out-Group Members Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 12. All of the following are methods for demonstrating empathy except ______. a. coercion b. restatement c. support d. paraphrasing Ans: A Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Table 10.1: How to Demonstrate Empathy Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 13. What is not an impact of out-groups? a. Out-group members do not receive the respect they deserve from others. b. Out-groups run counter to building community. c. Out-group members create cohesiveness in the group. d. Out-groups have a negative impact on group synergy.

Ans: C Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: The Impact of Out-Group Members Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 14. Leader-member exchange theory states that leaders ______. a. should strive to try to exchange detailed information with some followers b. should create a high-quality relationship with each one of their followers c. should give followers all of the tools necessary for success d. all of these Ans: B Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 5: Create a Special Relationship with Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 15. Listening to out-group members requires leaders to do everything except ______. a. trying to be open minded b. paying attention to what people say c. accepting that intolerance may occur and not much can be done about it d. allowing all members to express their viewpoints Ans: C Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Out-Group Members in Practice Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 16. The desire to know if we are "in" or "out" refers to our need for ______. a. inclusion b. recognition c. empathy d. to be listened to Ans: A Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: How Out-Groups Form Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 17. Creating special relationships with each group member is an example of ______. a. expectancy violation theory b. Abraham Lincoln

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. implicit personality theory d. leader-member exchange theory Ans: D Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 5: Create a Special Relationship with Out-Group Members Difficulty Level: Medium AACSB Standard: Leading in organizational situations 18. What strategy involves the leader trying to place himself or herself in the shoes of out-group members? a. Recognizing out-group members b. Listening to out-group members c. Showing empathy to out-group members d. Helping out-group members feel included Ans: C Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 2: Show Empathy to Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 19. Placing out-group members on equal footing in the group describes ______. a. giving out-group members a voice b. showing empathy to out-group members c. listening to out-group members d. helping out-group members feel included Ans: A Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 6: Give Out-Group Members a Voice and Empower them to Act Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 20. Out-groups have a(n) ______ impact on group synergy. a. positive b. additive c. neutral d. negative Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Knowledge Answer Location: The Impact of Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 21. Why should leaders be concerned about the negative impact of out-groups? a. Out-groups help to build community. b. Out-groups have a negative impact on group synergy. c. Out-groups are more productive than in-groups. d. All of these Ans: B Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: The Impact of Out-Group Members Difficulty Level: Easy AACSB Standard: Group and individual behaviors 22. Out-groups should be of concern to leaders because ______. a. out-group members do not receive the respect they deserve b. out-groups run counter to building community c. out-groups have a negative impact on group synergy d. all of these Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: The Impact of Out-Group Members Difficulty Level: Easy AACSB Standard: Group and individual behaviors 23. What researcher pointed out that in small groups our greatest need is to know whether we belong to the group? a. Kouzes and Posner b. Stogdill c. House d. Schulz Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: Strategy 4: Help Out-Group Members Feel Included Difficulty Level: Hard AACSB Standard: Group and individual behaviors 24. “Stated another way, you’re suggesting that…” is an example of ______.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. reflection b. paraphrasing c. support d. restatement Ans: B Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Table 10.1: How to Demonstrate Empathy Difficulty Level: Medium AACSB Standard: Group and individual behaviors 25. While giving a performance review, your supervisor says ‘I hear you saying you feel like you need another challenge, is that right?’ This is an example of ______. a. restatement b. paraphrasing c. support d. reflection Ans: A Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Table 10.1: How to Demonstrate Empathy Difficulty Level: Medium AACSB Standard: Group and individual behaviors 26. The technique that helps others to identify, describe, and understand their own emotions is ______. a. restatement b. paraphrasing c. reflection d. support Ans: C Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Table 10.1: How to Demonstrate Empathy Difficulty Level: Medium AACSB Standard: Group and individual behaviors 27. A co-worker is not feeling great about their recent performance and is quite stressed about the projects they are managing, and is feeling alone. Which way should you demonstrate empathy towards them? a. Restatement b. Paraphrasing c. Reflection

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. Support Ans: D Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Table 10.1: How to Demonstrate Empathy Difficulty Level: Medium AACSB Standard: Group and individual behaviors 28. A leader putting all chairs in a circle before a meeting starts and inviting everyone to have a seat in the circle is an example of ______. a. listening to out-group members b. helping out-group members feel included c. creating a special relationship with out-group members d. paying attention to group strengths Ans: B Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 4: Help Out-Group Members Feel Included Difficulty Level: Medium AACSB Standard: Group and individual behaviors 29. The thought that an effective leader has a high quality relationship with each follower, allowing out-group members to be part of the larger group is ______. a. leader-member exchange theory b. democratic leadership c. authoritarian leadership d. laissez-faire leadership Ans: A Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 5: Create a Special Relationship with Out-Group Members Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 30. As the president of a student club you notice that there is a small group of members who do not feel included or listened to in the planning of your major event. At the next meeting, you plan to give them time on the agenda to share their experience in the clubs with others and get feedback. Which strategy are you employing? a. Recognize the unique contributions of out-group members b. Create a special relationship with out-group members c. Show empathy to out-group members d. Give out-group members a voice and empower them to act Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Strategy 6: Give Out-Group Members a Voice and Empower them to Act Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 31. ______ is one of the larger challenges of leadership, but it is also one of the challenges that offers the most benefits for members of the out-group. a. Listening b. Reflecting with followers c. Empowering others d. Creating special relationships Ans: C Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 6: Give Out-Group Members a Voice and Empower them to Act Difficulty Level: Hard AACSB Standard: Group and individual behaviors 32. In today’s society out-group members are a(n)______ occurrence. a. rare b. unseen c. common d. ignored Ans: C Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Easy AACSB Standard: Leading in organizational situations 33. People who feel disconnected, unaccepted, discriminated against, or powerless are known as ______. a. serfs b. out-group members c. in-group members d. synergizers Ans: B Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Summary Difficulty Level: Easy AACSB Standard: Leading in organizational situations 34. Good leaders know the importance of listening to ______. a. only their inner circle b. only out-group members c. people who will agree with them d. all members of a group Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Group and individual behaviors 35. Despite seeming opposition to the larger group, out-group members often have ______. a. valuable contributions to make b. nothing to contribute c. animosity toward the leader d. none of these Ans: A Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Group and individual behaviors 36. There are times when out-group members need to be abandoned because they ______. a. are too extreme b. are inefficient to deal with c. refuse to be included d. all of these Ans: D Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 37. Research on groups indicates that individuals in groups often share ______ and act toward each other in terms of it. a. strengths b. social identity c. weaknesses d. leadership styles Ans: B Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: How Out-Groups Form Difficulty Level: Hard AACSB Standard: Group and individual behaviors 38. Becca is a member of her college’s resident student alliance of students who live in the residence halls, and the group has quickly bonded together. Jayme joins the group in the spring semester as a transfer student, but finds it difficult to connect with other members of the group as they do not tell her when social gatherings are happening.

How is Jayme being formed into an out-group? a. Opposition b. Clash of values c. Exclusion d. Lack of communication skills Ans: C Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: How Out-Groups Form Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 39. Group synergy is ______. a. the sum of each person’s contribution b. triple the sum of each person’s contribution c. less than the sum of each person’s contribution d. the sum of each person’s contribution and then some Ans: D Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Knowledge Answer Location: The Impact of Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 40. Beauchamp and Bowie state that people need to be treated as ______ individuals with their own goals, and not as the means to another person’s goals.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. autonomous b. strong c. weak d. reckless Ans: A Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Knowledge Answer Location: The Impact of Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 41. A leader has a(n) ______ responsibility to respond to group members. a. strong b. ethical c. non-existent d. weak Ans: B Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: The Impact of Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 42. Which of the following is not a strategy to address out-groups? a. Listen to out-group members b. Show empathy to out-group members c. Help out-group members feel included d. Develop the strengths of out-group members Ans: D Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension, Knowledge Answer Location: Out-Group Members in Practice Difficulty Level: Hard AACSB Standard: Group and individual behaviors 43. A new group member who becomes an out-group member because they are not confident in the work they need to be doing is an example of the concepts from ______. a. expectancy theory b. democratic leadership c. social identity theory d. leader-member exchange theory Ans: A

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Strategy 3: Recognize the Unique Contribution of Out-Group Members Difficulty Level: Hard AACSB Standard: Leading in organizational situations 44. Matt is leading a spring break service trip with 12 other students. Each day he makes sure to spend time with each participant and get to know them better, and remember something unique about them from each conversation. This is an example of which theory? a. Expectancy theory b. Social identity theory c. Leader-member exchange theory d. Democratic leadership Ans: C Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Strategy 5: Create a Special Relationship with Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 45. Giving an out-group responsibility for an entire segment of a project in the hopes of fostering group unity is an example of ______. a. empowering others to act b. listening to out-group members c. demonstrating empathy d. creating a special relationship with out-group members Ans: A Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Strategy 6: Give out-group members a voice and empower them to act Difficulty Level: Medium AACSB Standard: Leading in organizational situations 46. Out-groups exist at which of the following levels of problem solving? a. Local b. Community c. National d. All of these Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Leading in organizational situations 47. Which of the following is listed as an out-group in United States politics? a. Democratic Party b. Republican Party c. Tea Party d. none of these Ans: C Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Leading in organizational situations 48. Rather than being viewed as ______, out-group members should be viewed as ______ than the whole group, but still with valuable contributions to make. a. outsiders; weaker b. difficult; different c. strong; better d. special; less Ans: B Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Leading in organizational situations 49. Michael joins his college leadership program and, like many other students hangs out and studies in their lounge space. Michael often dominates conversation, sharing ever more involved stories than others around the table. Soon, other students stop coming to the lounge because of his behaviors. Michael has made himself an out-group member because of ______. a. opposition b. social identity theory c. lack of social skills d. none of these Ans: C Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Application Answer Location: How Out-Groups Form Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 50. During a group project, Monique and Jessica have a disagreement over the best way to move forward. After the meeting, Monique makes a new group chat that does not include Jessica, and also does not include her in group emails or let her know when group meetings are. Jessica is an out-group member by ______. a. exclusion b. lack of social skills c. social identity theory d. lack of communication skills Ans: A Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Application Answer Location: How Out-Groups Form Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork True/False 1. Out-groups form when people disagree with the social, political, or ethical positions of the group.

Ans: T Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: How Out-Groups Form Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 2. Listening to out-group members indicates that you agree with them.

Ans: F Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 1: Listen to Out-Group Members Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 3. Out-group members are disconnected and not fully engaged with the group’s goals.

Ans: T

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: Out-Group Members Explained Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 4. The presence of out-group members is a relatively rare occurrence in groups.

Ans: F Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 5. Simply listening to out-group members’ complaints is an important way of responding to them.

Ans: T Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Strategy 1: Listen to Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 6. Paraphrasing involves serving as a sounding board for another’s concerns.

Ans: F Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Table 10.1: How to Demonstrate Empathy Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 7. Restatement does not include adding any of your personal thoughts into reiterating the other person’s point of view.

Ans: T Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application Answer Location: Table 10.1: How to Demonstrate Empathy Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 8. In group decision-making, the minority is often seen as an out-group.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: T Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Knowledge Answer Location: How Out-Groups Form Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 9. It is not necessary for leaders to listen to out-group members and bring them in.

Ans: F Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Strategy 1: Listen to Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 10. Leader-member exchange theory states leaders should avoid creating special relationships with group members.

Ans: F Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Strategy 5: Create a Special Relationship with Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 11. Out-groups can make important contributions to groups.

Ans: T Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork Essay 1. When have you been in an out-group at school or work? Which of the reasons for out-group formation apply to your experience? What was the impact on you of being in the out-group? What was the impact on the larger group?

Ans: Answers will vary.

Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension | Analysis | Application

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: How Out-Groups Form Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 2. Analyze Abraham Lincoln’s Leadership Snapshot and discuss the strategies he used to involve out-group members.

Ans: Strategies include 1, 3, 4, 5, and 6.

Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Analysis | Comprehension Answer Location: Leadership Snapshot Difficulty Level: Medium AACSB Standard: Group and individual behaviors 3. How does social identity theory explain why out-groups form?

Ans: This theory suggests that out-groups come about because some individuals cannot identify with the beliefs, norms, or values of the dominant group members.

Research on groups (Hogg & Abrams, 1988; Tajfel & Turner, 1979, 1986) indicates that individuals in groups often share a social identity and act toward each other in terms of that identity (Abrams, Frings, & Randsley de Moura, 2005).

Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension Answer Location: How Out-Groups Form Difficulty Level: Medium AACSB Standard: Group and individual behaviors 4. Why are out-groups a natural occurrence in everyday life? Where have you seen an out-group form? Provide an example.

Ans: It is common to find out-groups in any context where a group of individuals is trying to reach a goal. Out-groups are a natural occurrence in everyday life. They exist in all types of situations at the local, community, and national levels. In nearly all of these situations, when one or more individuals are not “on board,” the performance of the group is adversely affected. Since out-group members are so common, it is important for anyone who aspires to be a leader to know how to work with them Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension | Application Answer Location: Out-Group Members Explained Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 5. Briefly discuss the impact of out-groups. When have you been part of a group impacted by an out-group?

Ans: First, out-group members run counter to building community. A second reason that leadership should be concerned with out-groups is that out-groups have a negative

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 impact on group synergy. Out-groups take energy away from the group rather than adding energy to the group. A third reason out-groups are of concern to a leader is that out-group members do not receive the respect they deserve from others.

Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Comprehension | Application Answer Location: The Impact of Out-Groups Members Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 6. Describe the four steps in demonstrating empathy.

Ans: Table 10.1: Restatement, Paraphrasing, Reflection, Support Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension Answer Location: Table 10.1: How to Demonstrate Empathy Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 7. How does the leader-member exchange theory help leaders manage out-groups?

Ans: Special relationships are built on good communication, respect, and trust. They are often initiated when a leader recognizes out-group members who are willing to step out of scripted roles and take on different responsibilities. In addition, special relationships can develop when a leader challenges out-group members to be engaged and to try new things. If an out-group member accepts these challenges and responsibilities, it is the first step in forging an improved relationship between the leader and the out-group member. The result is that the out-group member feels validated and more connected to everyone else in the group.

Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Analysis | Application Answer Location: Strategy 5: Create a Special Relationship with Out-Group Members Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 8. Share an example of a time you responded to out-group members in a way that enhanced the whole group and its goals.

Ans: Any of the strategies, examples will vary Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension | Application Answer Location: Out-Group Members in Practice Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork | Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 9. How do the concepts of opposition and exclusion contribute to the formation of outgroups? How are they similar? How are they different?

Ans: Some out-groups form because people disagree with the social, political, or ethical position of the majority—they sense that they are in opposition to the larger group.

When decisions need to be made in organizational settings, consensus is often difficult to achieve because of time constraints and the need to move forward. Without consensus, individuals align themselves either with the majority viewpoint or with the minority. A third reason out-groups form is because people sense that they are being excluded by the larger group. They do not know where they fit in or whether they are needed by others in the group. Group members may think they are too old, too young, too conservative, too liberal, or just plain different from the larger group.

Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Analysis | Application | Comprehension Answer Location: How Out-Groups Form Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 10. How do Lack of Social Skills and Lack of Communication Skills impact Social Identity Theory and feelings of being in an out-group?

Ans: social identity theory. This theory suggests that out-groups come about because some individuals cannot identify with the beliefs, norms, or values of the dominant group members. some people lack communication skills or social skills that are needed to relate to a larger group. In any group of people, there are often one or two people who set themselves apart from the group through their actions. For example, in an undergraduate group project team there may be a student who talks excessively or dominates group discussions and consequently alienates himself from the rest of the group. Or there could be a student who acts very dogmatic, or another who consistently makes off-the-wall remarks. These types of individuals distinguish themselves as different from the rest of the group by how they talk or act. It is as if they are unable to adapt to the norms of the group. As much as they try, these people often find themselves on the outside looking in. Even though they may want to join the larger group, they have difficulty doing so because they do not know how to fit in.

Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Application | Analysis Answer Location: How Out-Groups Form Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 11. Explain why out-group members may not want to be included in the larger group.

Ans: According to LMX theory, some people may want to be part of an in-group at work, for example, and do extra work for the supervisor in order to receive more attention and support from the supervisor. Sometimes workers are invited to do so by the supervisor; other times they initiate the process themselves. Not all workers want this. Some may

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 not like the supervisor, may not plan on staying with the company much longer, or are busy enough outside of work that they don’t want to take on extra responsibility on the job. They do not mind being in the out-group.

Learning Objective: 10.2: Practice strategies for working positively with members of outgroups.

Cognitive Domain: Comprehension | Analysis Answer Location: Give Out-Group Members a Voice Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 12. Choose an example of a real-life out-group (e.g. suffragettes) and explain what positive contributions this group made to their organization or to society as a whole.

Ans: Varies. The Tea Party is an example of an outgroup that can be seen as energizing people to get more involved in the political process as well as making political parties more responsive to the views of ordinary citizens.

Learning Objective: 10.1: Describe the challenges and opportunities of working with outgroups within a team or an organization.

Cognitive Domain: Analysis | Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 11: Managing Conflict Test Bank Multiple Choice 1. Successful leaders are able to ask themselves, “How can we ______ conflict and produce ______ change?” a. avoid; minimal b. control; minimal c. learn from; notable d. manage; positive Ans: D Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 2. Moral struggles are an example of which type of conflict? a. Intrapersonal b. Societal c. Interpersonal d. Physical Ans: A Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Application Answer Location: Conflict Explained Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 3. Relying on others is an example of which characteristic of conflict? a. Struggle b. Interdependence c. Feelings d. Differences Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Conflict Explained Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. A manager says to a subordinate, “Please wear your name tag when you’re on the clock.” Analyzing which dimension of communication can yield different interpretations? a. Feelings dimension b. Content dimension c. Relationship dimension d. Differences dimension Ans: C Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Application Answer Location: Communication and Conflict Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 5. Content conflicts involve struggles between individuals who differ on issues such as what? a. Policies b. Procedures c. Rules d. All of these Ans: D Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Conflict on the Content Level Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 6. Conflict between the top 1% of the wealthiest and blue-collar workers would be an example of what type of conflict? a. Intrapersonal b. Interpersonal c. Societal d. Physical Ans: C Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Application Answer Location: Conflict Explained Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 7. Which of the following best exemplifies a conflict of values and beliefs? a. Small business owners angry over large retail stores moving into their mall b. Cubs and Cardinals fans fighting in the parking lot after a baseball game

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. Doctors disagreeing on the diagnosis of a patient d. ISIS waging war with the Western world Ans: D Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Analysis Answer Location: Conflict on the Content Level Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 8. What is the difference between values and beliefs? a. Values have to do with religion and beliefs do not. b. There is no difference. They are literally the same thing. c. Beliefs can be ranked and values cannot. d. Beliefs are concepts we hold to be true and values are ideas that are important to us.

Ans: D Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Comprehension Answer Location: Conflict on the Content Level Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 9. What are the two types of conflict that occur regarding group goals? a. Communication and conflict resolution b. Cohesion and unity c. Procedural and substantive d. Subjective and objective Ans: C Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Conflict Regarding Goals Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 10. Kevin and Matt are conducting study abroad interviews for students but disagree on how to long to interview, which questions to ask, and in what order to ask questions.

Which type of conflict are they experiencing? a. Different values and beliefs b. Procedural conflict c. Substantive conflict d. Relationship conflict Ans: B Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Application Answer Location: Conflict Regarding Goals Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 11. Which would be an example of a substantive conflict? a. Two students debating which order to present their information to the class b. The president of Canada legalizing an open border policy c. Middle East countries arguing over the use of Sharia Law d. A married couple deciding on which route to take for their road trip Ans: C Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Comprehension Answer Location: Conflict Regarding Goals Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 12. Two people having disagreements because of a personality clash is which type of conflict? a. Relational b. Procedural c. Substantive d. Goal Ans: A Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Conflict on the Relational Level Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 13. Wendy uses a different, condescending tone to talk to certain employees. What is the most likely type of conflict she has with them? a. Substantive b. Procedural c. Values d. Relational Ans: D Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Application Answer Location: Conflict on the Relational Level Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 14. In order to ensure a minimal amount of relational conflict, how should Greg treat his coworkers? a. Arrive earlier than them b. Treat and talk to them all the same c. Discuss overall goals of the organization at a staff meeting d. Learn each of their parent’s names Ans: B Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Application Answer Location: Conflict on the Relational Level Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 15. Relational conflicts are usually related to differences in ______. a. esteem b. control c. affiliation d. all of these Ans: D Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Conflict on the Relational Level Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 16. Which issue, referring to relational conflict, involves wanting to feel equal or worthy of the respect of others? a. Esteem b. Control c. Affiliation d. Equity Ans: A Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Relational Conflict and Issues of Esteem Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 17. Which is NOT an example of conflicts related to issues of esteem? a. An assistant having issues with an administrator because the administrator neglects the specific contributions to the organization the assistant adds b. Older employees becoming upset when new coworkers do not give them respect of their wisdom from years of experience

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. Younger employees failing to get recognition for their innovative solutions to recurring problems d. A daughter being upset with her parents because they will not help pay for her tuition despite having enough in their savings account to do so Ans: D Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Relational Conflict and Issues of Esteem Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 18. Erica, a student, makes sure to pay off her credit card bills, is proactive about making her class schedule each semester, and has many friends that share individual interests with her. All of this helps minimize which issue of relational conflict? a. Esteem b. Control c. Affiliation d. Equity Ans: B Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Analysis Answer Location: Relational Conflict and Issues of Control Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 19. Joining a fraternity or sorority is one example of how to receive [resolve?] which issue of relational conflict? a. Esteem b. Control c. Affiliation d. Equity Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Relational Conflict and Issues of Affiliation Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 20. When managing conflict, what is inherently increaseds due to channels of communication remaining open with others? a. Understanding b. Control c. Esteem d. Affiliation

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: A Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Managing Conflict in Practice Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 21. Which method for negotiation emphasizes deciding issues on their merits instead of haggling? a. Bartering b. Principled negotiation c. Differentiation d. Fractionation Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Fisher and Ury Approach to Conflict Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 22. Which of the following is the best example of separating the people from the problem? a. A couple decides to text each other about their relationship problems instead of calling each other. b. A father and son flip a coin to see which one of them gets to keep a foul ball as a souvenir from a baseball game. c. A student and teacher focus on the question wording during a test review instead of how the material was presented. d. A supervisor and subordinate discuss their relationship history when talking about a potential raise in the subordinate’s pay.

Ans: C Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Principle 1: Separate the People from the Problem Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 23. At its core, why should separating people from the problem help manage conflict? a. People are not capable of looking at problems without relating them to past experiences. b. People and problems do not need to be separated because that is unrealistic and will only lead to additional problems. c. Doing so allows people to work together to overcome objective relationships and focus on the problem. d. Doing so allows people to work together to overcome subjective relationships and focus on the problem.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: D Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Principle 1: Separate the People from the Problem Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 24. What is the second principle of principled negotiation? a. Invent options for mutual gains b. Insist on using objective criteria c. Focus on interests, not positions d. Separate the people from the problem Ans: C Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Principle 2: Focus on Interests, Not Positions Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 25. What refers to the relevant needs and values of the people involved in a conflict? a. Positions b. Interests c. Beliefs d. Options Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Principle 2: Focus on Interests, Not Positions Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 26. After discussion, a professor decides to allow students to have their highest test grade count twice instead of having to take a final. Which principle of negotiation is on display? a. Separate the people from the problem b. Focus on interests, not positions c. Invent options for mutual gains d. Insist on using objective criteria Ans: C Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Principle 3: Invent Options for Mutual Gains Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 27. What would be the most useful perspective to look at to help focus on interests, not positions in a principled negotiation? a. Maslow’s Hierarchy of Needs b. Theory X and Theory Y c. Piaget's theory of cognitive development d. John Locke’s theory of value and property Ans: A Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Analysis Answer Location: Principle 2: Focus on Interests, Not Positions Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 28. Michael is facilitating an office issue between Angela and Oscar. Michael strives to find the option that is a win-win for everyone involved. Which principle of negotiation is Michael focusing on? a. Separate the people from the problem b. Focus on interests, not positions c. Invent options for mutual gains d. Insist on using objective criteria Ans: C Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Principle 3: Invent Options for Mutual Gains Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 29. Why do Fisher and Ury insist on using objective criteria? a. Objective criteria is not needed; subjective criteria should be used instead. b. Using objective criteria is more efficient and will save both parties time. c. The goal in a negotiation is to reach a solution based on principle and not on pressure. d. It provides a fair playing field for each member involved in the conflict.

Ans: C Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Principle 4: Insist on Using Objective Criteria Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 30. What is differentiation? a. Using objective criteria to efficiently facilitate conflicts in a timely manner b. A process that helps participants define the nature of the conflict and clarify their positions with regard to each other c. The technique of breaking down large conflicts into smaller, more manageable pieces

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. Communicative attempt to establish or maintain one’s self-image in response to a threat Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Differentiation Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 31. Which of the following is an example of differentiation? a. John and Nora each take time to learn each other’s history of haggling before negotiating a contract. b. Rebecca and Eduardo break down their issues of a contract from 3 major points into 10 smaller, minor points. c. Sally and Phillip tell each other they make good points but still feel differently regarding which is the best Batman movie. d. Group members working on a project discuss why they are having conflict issues because of outside priorities.

Ans: D Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Analysis Answer Location: Differentiation Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 32. When does the fractionation technique usually occur in the conflict resolution process? a. Early b. In the middle c. Late d. After the end as an assessment tool Ans: A Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Fractionation Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 33. William and Henry decide to break down their contract disputes from 3 major issues to 9 more manageable, smaller issues. This is an example of which conflict resolution technique? a. Principled negotiation b. Differentiation c. Fractionation d. Face-Saving Ans: C

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Fractionation Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 34. How does fractionation facilitate a better working relationship between participants? a. It speeds up the process thus creating happiness for the participants by having more free time to spend on their interests. b. It simplifies and specifies the issues at hand. c. It allows all participants to spread their blame onto others and maintain a positive image. d. It uses objective criteria making it easier to decide on a clear winner.

Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Fractionation Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 35. What is face saving? a. Attempts to establish or maintain one’s self image in response to threat b. Breaking down large, complex issues into smaller, more manageable issues c. Physically showing up to undesired meetings of co-workers to show support of others d. Taking on the blame of a group onto a single individual Ans: A Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Face Saving Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 36. What is a patterned response or behavior that people use when approaching conflict? a. Conflict resolution b. Conflict definition c. Conflict style d. Conflict interpretation Ans: C Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Kilmann and Thomas Styles of Approaching Conflict Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 37. Which is NOT a style of approaching conflict?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. Compromise b. Avoidance c. Accommodation d. Amalgamation Ans: D Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Kilmann and Thomas Styles of Approaching Conflict Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 38. Which shows a disadvantage of avoidance? a. It leads to “short fuse” emotions in a person. b. It does not provide time to rationalize issues and gather thoughts. c. It is the most difficult conflict style to achieve. d. Avoidance offers very few disadvantages.

Ans: A Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Avoidance Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 39. Adam is working on a project for his supervisor with an approaching deadline when a colleague requests his help with a trivial project due in a month. Which conflict approaching style should be embraced in this example? a. Differentiation b. Competition c. Accommodation d. Avoidance Ans: D Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Avoidance Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 40. Which conflict approaching style involves pursuing one’s own goals while disregarding helping others? a. Avoidance b. Competition c. Accommodation d. Compromise Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Competition Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 41. Elizabeth and Kumar were having a conflict regarding their weekend plans and decided to settle it by playing a game of chess. The winner of the game got to take point on the weekend plans. This is an example of which conflict approaching style? a. Accommodation b. Competition c. Collaboration d. Compromise Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Competition Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 42. Which two conflict approaching styles are opposites in regard to tending to each individual’s needs? a. Avoidance and compromise b. Collaboration and competition c. Accommodation and competition d. Accommodation and collaboration Ans: C Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Analysis Answer Location: Accommodation | Competition Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 43. Taylor puts Harry’s needs before hers when they are producing the employee schedule for their retail store. Taylor does not receive any benefit from doing so. Which type of conflict approaching style is displayed by Taylor? a. Avoidance b. Collaboration c. Compromise d. Accommodation Ans: D Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Accommodation Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 44. Whose needs are closely attended in accommodation styles of approaching conflict? a. Self b. Others c. The group as a whole d. Self and others Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Accommodation Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 45. Compromise occurs halfway between which two styles of approaching conflict? a. Competition and accommodation b. Competition and collaboration c. Accommodation and collaboration d. Avoidance and collaboration Ans: A Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Compromise Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 46. Which is the second best style of approaching conflict? a. Competition b. Collaboration c. Accommodation d. Compromise Ans: D Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Compromise Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 47. Collaboration requires which two principles in order to be successful? a. Confidence and assertiveness b. Timidity and support c. Decisiveness and teamwork d. Empathy and efficiency Ans: C Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Analysis Answer Location: Collaboration

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 48. Why is collaboration the most difficult conflict approaching style to achieve? a. It requires all individuals involved to have the same values. b. It needs shared control and deep effort to be successful. c. It only is successful if all criteria with the conflict are looked at objectively. d. It is not the most difficult; compromise is.

Ans: B Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Collaboration Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 49. Conflict on the content level involves differences in all of the following except ______. a. relationships b. values c. beliefs d. goal orientation Ans: A Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Summary Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 50. Which style of approaching conflict results in a win-win? a. Avoidance b. Competition c. Accommodation d. Compromise Ans: D Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Compromise Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork True/False 1. In groups and organizations, conflict is inevitable.

Ans: T

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 2. According to communication theorists, relational issues are inextricably bound to content issues.

Ans: T Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Relational Conflict and Issues of Affiliation Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 3. Kilmann–Thomas styles of approaching conflict are differentiation, fractionation, and face saving.

Ans: F Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge Answer Location: Managing Conflict in Practice Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 4. Avoidance is a managing style that is usually productive, leading to less stress.

Ans: F Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Avoidance Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 5. Collaboration is the most preferred style of conflict.

Ans: T Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Collaboration Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 6. Face saving only involves verbal communication.

Ans: F Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 7. Only one style of practical communication can be used at once to resolve conflicts.

Ans: F Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 8. Annie and Eddie are debating which highway to take to get to their destination quickest. This is an example of a substantive conflict.

Ans: F Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Conflict Regarding Goals Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 9. Esther and Holly have a disagreement over which company to present their business idea to. They decide to disregard heir different stances on environmental issues and focus solely on which business will provide them with the most resources in the shortterm. This is an example of focusing on interests, not positions.

Ans: T Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Application Answer Location: Principle 2: Focus on Interests, Not Positions Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 10. There are four principles used in principled negotiations.

Ans: T Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge Answer Location: Fisher and Ury Approach to Conflict Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 11. There is no one right way to deal with conflict.

Ans. T Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension Answer Location: Communication Strategies for Conflict Resolution

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork Essay 1. Identify and elaborate on three of the four elements of interpersonal conflict.

Ans: Struggle is a result of opposing forces coming together; it involves a clash between opposing parties. Interdependence needs to exist; otherwise there would be no need for a conflict to occur. The affective element demonstrates that conflict is an emotional process that involves feeling in both parties involved. Differences between parties appear to be incompatible and can result from differences in beliefs, values and/or goals.

Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge | Comprehension Answer Location: Conflict Explained Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 2. Discuss the differences between content dimension and the relationship dimension of communication.

Ans: The content dimension involves the objective, observable aspects such as money, weather, and land. The relationship dimension refers to the participants’ perceptions of their connection to one another.

Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge | Comprehension | Analysis Answer Location: Communication and Conflict Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 3. Kaitlyn and Thomas are in charge of giving a day-long presentation to possible investors for their new apple juice product. They have disagreements about the order of the presentation as well as which points of it are important to keep and which can be omitted. Classify and differentiate the two different types of conflict regard goals they are experiencing.

Ans: Procedural conflict occurs when Kaitlyn and Thomas disagree on the order of the presentation since it is on the way to reaching the goal. Substantive conflict occurs when they are debating what to be omitted since this has to do with the content and substance of their presentation.

Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Application | Analysis | Comprehension Answer Location: Conflict Regarding Goals Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Interpersonal relations and teamwork 4. Analyze the differences and similarities between accommodation and collaboration conflict styles.

Ans: Similarities: both are cooperative and others needs are met. Differences: accommodation is quick while collaboration is lengthy, accommodation is a lose-win and not a win-win, collaboration requires assertiveness and is the ideal style of conflict.

Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Analysis Answer Location: Accommodation | Collaboration Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 5. What are the advantages and disadvantages of a competition conflict style?

Ans: Advantages include quick and decisive, generates creativity, and enhances performance. Disadvantages include counterproductivity, resolution options are limited to one winner and one loser, can create unstable and hostile communication. It is also disconfirming and others’ concerns are not recognized.

Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge | Comprehension Answer Location: Competition Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 6. Emma and Jorge are partners owning a Laundromat business. They are looking to expand soon but disagree on how to pay for the expansion. Emma believes they should wait to earn enough to pay for the expansion entirely while Jorge thinks they should take out a loan for the full amount today. Provide an example of how they could negotiate to invent options for mutual gains.

Ans: Any answer that includes compromising on the financing of the project.

Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Analysis | Comprehension | Application | Knowledge Answer Location: Principle 3: Invent Options for Mutual Gains Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 7. Louise and Tyrone are facing problems making personnel decisions at the restaurant they run because they are both bringing in their professional relationship issues to the argument. Classify which are the two most relevant principles of negotiation to use here and why.

Ans: Louise and Tyrone should use principles 1 and 4, separate the people from the problem and insisting on using objective criteria, respectively. The two need to take their relationship issues out of the equation in order to work together and mutually confront the problem rather than focus on themselves. Likewise, objective criteria must be used like professional standards because that is the only fair and effective way to make personnel decision.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension | Application Answer Location: Fisher and Ury Approach to Conflict Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 8. What is fractionation? Indicate when it should be used.

Ans: It is a communication strategy for conflict resolution that refers to the technique of making large conflicts into smaller ones. It should be used when a conflict appears too large, is overly complex, or specifics need to be focused on.

Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Knowledge | Comprehension Answer Location: Fractionation Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 9. Briefly define the three practical communication approaches to conflict resolution.

Ans: Differentiation is a process that helps participants to define the nature of the conflict and to clarify their positions with one another. Fractionation refers to the technique of paring down large conflicts into smaller, more manageable conflicts. Face saving consists of messages that individuals express to each other in order to maintain each other’s self-image during conflict.

Learning Objective: 11.2: Contrast different approaches for resolving conflict.

Cognitive Domain: Comprehension | Knowledge Answer Location: Summary Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 10. Identify and compare the three issues of relational conflict.

Ans: The three issues are esteem, control, and affiliation. Issues of esteem are our needs to feel significant and valuable. It is fulfilled when we feel respected by coworkers or acknowledged for our unique contributions. Control issues are when we feel helpless or powerless. It is fulfilled when we will a level of control and responsibility.

Issues of affiliation occur when we do not feel included in relationships or do not feel like or receive affection. It is fulfilled when compatible feelings are brought out between individuals.

Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge | Analysis Answer Location: Conflict on the Relational Level Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 11. Is organizational conflict inevitable? Why or why not?

Ans: The text explains that conflict is inevitable because people differ, and because of that they need to negotiate their differences. Interpersonal conflict can occur regarding

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 beliefs and values, goals, issues of esteem, issues of control, and issues of affiliation. In addition, in organizations there are power differences due to organizational structure and authority, which guide and constrain how individuals handle their differences, and the options available to them (e.g. ability to fire an employee). Also, as discussed in chapter 9, unconscious bias can come into play in the hiring or employee evaluation processes, which can result in some people benefitting while others are penalized.

Learning Objective: 11.1: Discuss the ways that conflict can be managed to produce positive change.

Cognitive Domain: Knowledge | Analysis Answer Location: Conflict Explained Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 12: Addressing Ethics in Leadership Test Bank Multiple Choice 1. Leaders usually have ______ power and control than followers. a. more b. less c. equal d. more frequent Ans: A Learning Objective: 12.1: Define ethical leadership.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 2. Which of the following is not listed in the text as having experienced a scandal? a. Enron b. U.S. Military c. Verizon Wireless d. Governors Ans: C Learning Objective: 12.1: Define ethical leadership.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning.

3. The influence of a moral person who moves others to do the right thing in the right way for the right reasons is ______. a. righteous leadership b. ethical leadership c. faith-based leadership d. none of these Ans: B Learning Objective: 12.1: Define ethical leadership.

Cognitive Domain: Knowledge Answer Location: Leadership Ethics Explained Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 4. Which of the following is not listed as an outcome of ethical leadership?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. Making the world better b. Making the world fairer c. Making the world more humane d. All are listed as outcomes Ans: D Learning Objective: 12.1: Define ethical leadership.

Cognitive Domain: Knowledge Answer Location: Leadership Ethics Explained Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 5. In leadership ethics, the focus is on the ______ and their behaviors, motives, and actions. a. followers b. constituencies c. leader d. employees Ans: C Learning Objective: 12.1: Define ethical leadership.

Cognitive Domain: Comprehension Answer Location: Leadership Ethics Explained Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 6. How many elements are there in the practice of ethical leadership? a. Eight b. Six c. Five d. Twelve Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: Leadership Ethics in Practice Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 7. Qualities, disposition, and core values refer to the ______ of the leader. a. character b. goals c. actions d. strengths Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 1. The Character of the Leader Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Group and individual behaviors 8. Trustworthiness, respect, responsibility, fairness, caring, and citizenship are collectively known as ______. a. the six universal values b. the six pillars of character c. the six leadership strengths d. none of these Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 1. The Character of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 9. Which of the following is not a behavior of trustworthiness? a. Being honest b. Being reliable c. Using good manners d. Building a good reputation Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Table 12.1: The Six Pillars of Character Difficulty Level: Medium AACSB Standard: Group and individual behaviors 10. While we have no ethical duty to hold all people in high ______, we should treat everyone with ______. a. esteem; respect b. regard; contempt c. admiration; disdain d. favor; scorn Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Table 12.1: The Six Pillars of Character Difficulty Level: Easy AACSB Standard: Group and individual behaviors 11. The author suggests all of the following behaviors demonstrate respect except ______ a. being tolerant of differences b. being considerate of others c. working out disagreements d. doing your job

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: D Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: Table 12.1: The Six Pillars of Character Difficulty Level: Medium AACSB Standard: Group and individual behaviors 12. Ethical people show ______ by being accountable, pursuing excellence, and exercising self-restraint. a. respect b. responsibility c. fairness d. trustworthiness Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Table 12.1: The Six Pillars of Character Difficulty Level: Medium AACSB Standard: Group and individual behaviors 13. A supervisor is selecting recipients of new awards for an end of year celebration.

Criteria for the awards are not known to the employees, and it is revealed that the awards all go to employees who are friendly with the supervisor outside of work. When questioned about this, the supervisor blames other employees for not working harder.

This is an example of a violation primarily of which of the six factors? a. Responsibility b. Strengths c. Fairness d. Citizenship Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Application Answer Location: Table 12.1: The Six Pillars of Character Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 14. Which of the following is not a behavior of caring? a. Being kind b. Being compassionate c. Forgiving others d. Getting involved Ans: D Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Table 12.1: The Six Pillars of Character Difficulty Level: Hard

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Ethical understanding and reasoning 15. Ethical leadership involves using ______ actions to achieve goals. a. innovative b. budget friendly c. morally appropriate d. innovative and budget friendly Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 2. The Actions of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 16. Valuing others’ ideas and affirming them as individuals are behaviors that ______. a. show respect b. serve others c. show justice d. get others involved Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 1. Showing Respect Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 17. A leader who is follower-centered and mentors and empowers others is practicing which of the three actions of ethical leaders? a. Showing respect b. Serving others c. Showing justice d. Getting others involved Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 2. Serving Others Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 18. As a supervisor, treating all employees equally, making decisions fairly, and not viewing some employees as favorites are signs of ______. a. showing respect b. serving others c. showing justice d. getting others involved Ans: C

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 3. Showing Justice Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 19. Northouse points out that there are three principles related to the actions of ethical leaders; which of the following is not one of them? a. Showing respect b. Serving others c. Showing justice d. Showing compassion Ans: D Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 2. The Actions of the Leader Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 20. A follower can evaluate the leader’s goals as a reflection of the leader’s ______. a. ethics b. strengths quest talents c. weaknesses d. strengths quest talents and weaknesses Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 3. The Goals of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 21. Dishonesty in leadership creates which of the following? a. Distrust b. Diminished respect c. Unreliable behavior d. All of these Ans: D Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 4. The Honesty of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 22. Which aspect puts a strain on interpersonal relationships and how the leader and the followers are connected to each other? a. Dishonesty

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. Compassion c. Collegiality d. Altruism Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 4. The Honesty of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 23. The capacity to influence or affect others is ______. a. manipulation b. power c. subordination d. leadership Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 5. The Power of the Leader Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning 24. A professor who is widely admired by his students for his personability could be said to have ______ power. a. referent b. legitimate c. reward d. coercive Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Table 12.2: Five Bases of Power Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 25. Your manager is in disagreement about how to implement a project with your team.

After your disagreement, the manager lets you know they are cutting your budget and diverting the funds to one of her own projects. This is an example of ______ power. a. referent b. expert c. reward d. coercive Ans: D Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension, application Answer Location: Table 12.2: Five Bases of Power

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 26. As a manager you need to hire an Information Technology consultant for your area.

You have little knowledge of software and cutting edge technology, so this employee would hold what type of power in your relationship? a. Coercive b. Reward c. Expert d. Referent Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Application Answer Location: Table 12.2: Five Bases of Power Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 27. Your internship supervisor calls you in for an appraisal. After going over her findings, she assigns you to a new task that fits your skill level and department needs.

She can do this because she has what type of power as your supervisor? a. Legitimate b. Referent c. Expert d. Reward Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Table 12.2: Five Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 28. The power base that relies on followers’ identification and liking for the leader is known as ______ power. a. coercive b. reward c. referent d. expert Ans: C Learning Objective: 12.2:Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge.

Answer Location: Table 12.2: Five Bases of Power Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 29. ______ values are concerned with the outcomes or goals a leader seeks to achieve. a. Ethical

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. Coercive c. Modal d. End Ans: D Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 6. The Values of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 30. Acting in the best interests of others, even when it might run counter to a leader’s self-interests, refers to the principle of ______. a. showing respect b. serving others c. showing justice d. all of these Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 2. Serving Others Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 31. ______ stated, “The ends justify the means.” a. Winston Churchill b. Warren Buffett c. Bill Gates d. Niccolo Machiavelli Ans: D Learning Objective: 12.1: Define ethical leadership.

Cognitive Domain: Knowledge Answer Location: 2. Actions of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 32. Showing justice refers to ______. a. special consideration b. favoritism c. treating everyone equally d. none of these Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 3. Showing Justice Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 33. The goals a leader selects ______. a. are not very important b. are a way to get people to do what you want c. are a reflection of the leader’s ethics d. all of these Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 3. The Goals of the Leader Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 34. To avoid misusing power, the text warns that leaders should be ______. a. vigilant b. dominant c. upset d. altruistic Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 5. The Power of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 35. When the text discusses the ability to influence and affect change in others, it is referring to a leader’s ______. a. honesty b. values c. power d. character Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 5. The Power of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 36. Which of the following refers to adherence to a balanced standard of justice without relevance to one’s own feelings or indications? a. Trustworthiness b. Fairness c. Responsibility d. Power Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Table 12.1: The Six Pillars of Character Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 37. When a leader is not honest, others come to see that leader as ______. a. undependable b. reliable c. unreliable d. undependable and unreliable Ans: D Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 4. The Honesty of the Leader Difficulty Level: Easy AACSB Standard: Interpersonal relations and teamwork 38. What is a fundamental aspect of ethical leadership? a. Position b. Persuasion c. Character d. Appearance Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 1. The Character of the Leader Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 39. A leader’s ethical values are demonstrated in ______ leadership. a. everyday b. phenomenal c. strengths d. passive Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 6. The Values of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 40. James MacGregor Burns suggested that there are three kinds of leadership values.

Which are they? a. Leader values, follower values, and organizational values b. Ethical values, modal values, and end values c. Ethical values, organizational values, and societal values

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. Moral values, modal values, and end values Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 6. The Values of the Leader Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning 41. A leader’s values are seldom exactly the same as their followers’ values. The ethical leader should ______. a. ignore the tension between the different values b. subjugate follower values c. negotiate through the differences to find the best outcome for all d. embrace the followers’ values as their own Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Application Answer Location: 6. The Values of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 42. Gift giving is part of business etiquette in some cultures, but known as ______ in others. a. presents b. expectations c. extortion d. bribery Ans: D Learning Objective: 12.3: Recognize the challenges of universally defining ethical behavior.

Cognitive Domain: Comprehension Answer Location: Culture and Leadership Ethics Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 43. Resick, Hanges, Dickson, and Mitchelson found that which group of countries place higher importance on a leader’s character and integrity? a. Nordic countries b. Middle Eastern countries c. Asian countries d. Latin American countries Ans: A Learning Objective: 12.3: Recognize the challenges of universally defining ethical behavior.

Cognitive Domain: Knowledge Answer Location: Culture and Leadership Ethics

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Group and individual behaviors 44. Modal values are concerned with ______. a. notions of character b. the means or actions a leader takes c. the outcomes or goals a leader seeks to achieve d. none of these Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 6. The Values of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 45. End values are concerned with ______. a. notions of character b. the means or actions a leader takes c. the outcomes or goals a leader seeks to achieve d. none of these Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 6. The Values of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 46. When telling the truth, a leader needs to strike a balance between ______ and ______ to others. a. openness; sensitivity b. policies; values c. feelings; perception d. reputation; thoughtfulness Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 47. To be an ethical leader, you need to pay attention to ______. a. who you are b. the way you use power c. what goals you seek d. all of these Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Summary Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 48. What was the main reason given in the text that describes how Hitler was not an ethical leader? a. He lacked legitimate power. b. His goals were evil. c. He had referent power from the wrong sub-groups. d. All of these Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Application, Comprehension Answer Location: 3. The Goals of the Leader Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning 49. You have taken over a new group of employees who lack motivation. To increase motivation and productivity, you initiate a program that gives bonuses to employees who finish projects ahead of schedule. Which type of power are you using? a. Reward b. Coercive c. Referent d. Expert Ans: A Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Application Answer Location: Table 12.2: Five Bases of Power Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 50. Using power to work with subordinates to accomplish mutual goals is one way to practice ______. a. strengths b. ethical leadership c. authoritarian leadership d. Laissez-Faire leadership Ans: B Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension, application Answer Location: 5. The Power of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 51. ______ values are concerned with the means or actions a leader takes. a. Ethical b. Coercive c. Modal d. End Ans: C Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 6. The Values of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning True/False 1. Being honest is synonymous with being ethical.

Ans: T Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 4. The Honesty of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 2. A worthy goal, achieved in an unethical manner, is still ethical.

Ans: F Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 3. The Goals of the Leader Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 3. Ethical leaders make it a top priority to treat all of their subordinates in an equal manner.

Ans: T Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: 3. Showing Justice Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 4. Having more control than followers does not affect a leader’s ethics.

Ans: F Learning Objective: 12.1: Define ethical leadership.

Cognitive Domain: Comprehension Answer Location: Addressing Ethics in Leadership Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Ethical understanding and reasoning 5. Being honest is not just about the leader telling the truth.

Ans: T Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 4. The Honesty of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 6. Leadership has a moral dimension because leaders influence the lives of others.

Ans: T Learning Objective: 12.1: Define ethical leadership.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 7. Expert power refers to followers’ perceptions of the leaders’ competence.

Ans: T Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge Answer Location: Table 12.2: Five Bases of Power Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 8. An ethical leader with ethical goals may impose his or her will on others.

Ans: F Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 3. The Goals of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and Reasoning 9. It is not important for a leader to clearly establish the rules for distributing rewards.

Ans: F Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 2. The Actions of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 10. Leaders’ actions include the means and methods they use to achieve their goals.

Ans: T Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Knowledge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: 2. The Actions of the Leader Difficulty Level: Easy AACSB Standard: Group and individual behaviors Essay 1. Describe the six elements of the practice of ethical leadership. Give examples of how you have used at least three of them in one leadership situation.

Ans: Character, actions, goals, honesty, power, and values.

Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension | Application Answer Location: Leadership Ethics in Practice Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 2. Distinguish among the three kinds of leadership values, giving specific examples of each.

Ans: Ethical values are similar to the notion of character discussed earlier in this chapter. Modal values are concerned with the means or actions a leader takes. End values describe the outcomes or goals a leader seeks to achieve. End values are present when a person addresses broad issues such as liberty and justice. These three kinds of values are interrelated in ethical leadership.

Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 6. The Values of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 3. Is it ever appropriate for a leader to compromise his or her values? Give a specific example for why or why not.

Ans: Possibly include: Dishonesty is a form of lying, a way of misrepresenting reality.

Dishonesty may bring with it many negative outcomes, the foremost of which is that it creates distrust. When a leader is not honest, others come to see that leader as undependable and unreliable. They lose faith in what the leader says and stands for, and their respect for this individual is diminished. As a result, the leader’s impact is compromised because others no longer trust and believe what he or she says.

Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Application | Analysis Answer Location: Leadership Ethics in Practice Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning 4. Northouse writes, “A leader needs to be aware and sensitive to how he or she uses power.” Discuss how you could use each type of power in an unethical manner.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: Referent power, expert power, legitimate power, reward power, and coercive power.

Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Application Answer Location: 5. The Power of the Leader Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 5. Briefly discuss three of the six pillars of character.

Ans: Trustworthiness, respect, responsibility, fairness, caring, and citizenship Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: Table 12.1: The Six Pillars of Character Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 6. Which two of the five bases of power have you used in your life? Provide examples.

Ans: Table 12.2 Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension | Application Answer Location: Table 12.2: Five Bases of Power Difficulty Level: Easy AACSB Standard: Ethical understanding and reasoning 7. Briefly discuss the three principles that guide actions of ethical leaders.

Ans: Showing respect, serving others, and showing justice.

Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Comprehension Answer Location: 2. The Actions of the Leader Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 8. Analyze the Leadership Snapshot of Warren Buffett and Bill and Melinda Gates Jasmine Crowe for the six elements of ethical leadership.

Ans: Crowe demonstrates character by how she noticed homeless people foraging through garbage and decided to do something about it; she didn’t turn away and ignore the problem. She took action by starting a pop-up diner that served hungry people in Atlanta, and doing research on the prevalence of hunger in the US. Her goals developed as she became more immersed in addressed the problem of hunger, expanding her efforts to coordinate the collection and distribution of food donations. Her values are shown in the way she is concerned not only about people experiencing hunger, but also the donors who need donation records for tax purposes and her partner organizations for whom she has provided liability insurance.

Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Analysis | Application | Comprehension Answer Location: Leadership Snapshot

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning 9. Discuss the five bases of power and where you have seen them implemented in your experiences.

Ans: Table 12.2 Learning Objective: 12.2: Analyze the defining factors of ethical leadership.

Cognitive Domain: Analysis | Application | Comprehension Answer Location: Table 12.2: Five Bases of Power Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 10. Discuss how culture can impact leadership ethics.

Ans: As a leader, it is important to recognize that not every culture shares the same ethic ideals as yours. Different cultures have different rules of conduct and as a result, leadership behaviors that one culture deems ethical may not be viewed the same way by another culture.

Learning Objective: 12.3: Recognize the challenges of universally defining ethical behavior.

Cognitive Domain: Application | Comprehension | Analysis Answer Location: Culture and Leadership Ethics Difficulty Level: Hard AACSB Standard: Ethical Understanding and Reasoning

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 13: Overcoming Obstacles Test Bank Multiple Choice 1. According to path-goal theory, obstacles will always be present, so leaders need to ______. a. help followers ignore obstacles to focus on the task at hand b. encourage allow followers to criticize and voice their opinion about obstacles to get their frustrations out and let their voices be heard c. help followers overcome the obstacles they face d. all of these Ans: C Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Leading in organizational situations 2. Path-goal leadership suggests that ______. a. there is one correct path and one correct goal for every situation and follower b. leaders need to choose a leadership style that best fits the needs of their followers and the type of work they are doing c. leaders should allow followers to struggle with their problems and not interfere, unless imminent organizational failure will happen d. all of these Ans: B Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Overcoming Obstacles in Practice Difficulty Level: Medium AACSB Standard: Leading in organizational situations 3. When individuals’ goals are unclear, they are ______. a. less likely to be successful b. less excited about their work c. less gratified about their accomplishments d. all of these Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Obstacle 1: Unclear Goals Difficulty Level: Easy AACSB Standard: Leading in organizational situations 4. Confronting obstacles can mean ______. a. helping followers navigate around obstacles b. recognizing that the obstacles exist, but not changing the situation c. removing the obstacles for the follower d. helping followers navigate around obstacles and removing the obstacles for the follower Ans: D Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Obstacles Explained Difficulty Level: Hard AACSB Standard: Leading in organizational situations 5. Achievement-oriented leaders ______. a. challenge individuals to perform at their highest level possible b. are not happy with the status quo c. show a high degree of confidence that their followers can reach challenging goals d. all of these Ans: D Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Obstacle 7: Lack of Challenge Difficulty Level: Easy AACSB Standard: Leading in organizational situations 6. Which of the following is not an obstacle directly identified by path-goal theory? a. High motivation b. Unclear goals c. Lack of a challenge d. Simple tasks Ans: A Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Overcoming Obstacles in Practice Difficulty Level: Easy AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 7. When a task is complex, the leader needs to be ______. a. empathetic b. directive c. democratic d. supportive Ans: B Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Obstacle 4: Complex Tasks Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. When the goal is vague or ill-defined, the leader should ______ it. a. change b. remove c. clarify d. all of these Ans: C Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 1: Unclear Goals Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. In expectancy theory, finding the value in work can include ______. a. monetary rewards b. special achievement recognition c. positive personal feedback d. all of these Ans: D Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Help Others Value What they do Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. Low involvement by followers requires what kind of leadership? a. Coaching b. Authoritarian c. Participative d. Directive Ans: C

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Obstacle 6: Low Involvement Difficulty Level: Medium AACSB Standard: Leading in organizational situations, interpersonal relations and teamwork 11. Participative leaders ______. a. invite others to share in the ways and means of getting things done b. work to establish a climate that is open to new and diverse opinions c. lessen their own participation to encourage followers to participate more d. invite others to share in the ways and means of getting things done and work to establish a climate that is open to new and diverse opinions Ans: D Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 6: Low Involvement Difficulty Level: Medium AACSB Standard: Leading in organizational situations 12. “Every day when you walk into class, you need to pick up your journal and answer the question written at the front of the class.” This is an example of ______. a. clear goals b. giving social support c. complex tasks d. none of these Ans: A Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Obstacle 1: Unclear Goals Difficulty Level: Hard AACSB Standard: Group and individual behaviors 13. If the assignment is a group term paper, the effective teacher describes in detail the required components and then reminds the class that these are the minimum requirements. Grades above a C will be given for those groups going above and beyond these minimum requirements. This is an example of ______. a. clear goals b. clear directions c. lack of challenge d. unclear directions Ans: B

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Obstacle 2: Unclear Directions Difficulty Level: Hard AACSB Standard: Leading in organizational situations 14. How can a leader encourage people to be excited about work? The preceding question is related to ______. a. unclear directions b. simple tasks c. unclear goals d. low motivation Ans: D Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Obstacle 3: Low Motivation Difficulty Level: Medium AACSB Standard: Leading in organizational situations 15. People disengage from the group when they sense they are not heard because of ______. a. low self-esteem b. simple tasks c. low involvement d. unclear directions Ans: C Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Obstacle 6: low Involvement Difficulty Level: Medium AACSB Standard: Leading in organizational situations 16. Obstacles are important for leaders to recognize because ______. a. they provide clear cues for ways leaders can help followers b. they provide ways to weed out underperforming followers c. they provide clear ways to assess the leader’s effectiveness d. none of these Ans: A Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Obstacles Explained Difficulty Level: Easy

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Leading in organizational situations 17. The two challenges leaders face when helping followers with obstacles are ______. a. figuring out what the problems are and letting the followers solve them on their own b. figuring out what senior management wants done and finding the source of the problem c. figuring out what the problems are and what to do to solve them d. none of these Ans: C Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Overcoming Obstacles in Practice Difficulty Level: Easy AACSB Standard: Leading in organizational situations 18. When individuals know their goals, they are ______. a. more satisfied with the work and more punctual b. more effective and take more risks c. more collaborative and more effective in their work d. more effective and more satisfied Ans: D Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Obstacle 1: Unclear Goals Difficulty Level: Easy AACSB Standard: Leading in organizational situations 19. Leaders define the path by ______. a. providing a glossary of terms needed to understand the project b. providing clear directions c. providing general directions, so the follower has to figure it out the details on their own d. providing simple tasks Ans: B Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Obstacle 2: Unclear Directions Difficulty Level: Easy AACSB Standard: Leading in organizational situations 20. It is the leader’s job to adapt ______ to the ______ of each follower. a. punishments; motivations b. instructions; abilities

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. goals; motivations d. directions; needs Ans: D Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 2: Unclear Directions Difficulty Level: Medium AACSB Standard: Leading in organizational situations 21. According to the text, leaders are much like a GPS in an automobile, in that followers want ______. a. their leaders to redirect them when they make mistakes b. to be able to program their own way of doing tasks c. their leaders to provide suggestions, not absolutes d. their leaders to evaluate and critique them every step of the way Ans: A Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Obstacle 2: Unclear Directions Difficulty Level: Hard AACSB Standard: Leading in organizational situations 22. The three components of expectancy theory are to help others ______. a. feel competent, get what they deserve, and increase motivation b. feel competent, get what they expect, and value what they do c. feel compassion, get what they expect, and value what they do d. feel contentment, get what they deserve, and increase motivation Ans: B Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Obstacle 3: Low Motivation Difficulty Level: Medium AACSB Standard: Leading in organizational situations 23. Which theory is defined as “people will be more highly motivated when the effort they put into a task leads to an expected outcome they value”? a. Values-based leadership b. Expectancy theory c. Path-goal theory d. Participative leadership Ans: B Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Obstacle 3: Low Motivation Difficulty Level: Easy AACSB Standard: Leading in organizational situations 24. The first step in helping others become more highly motivated is ______. a. helping others feel understood b. helping others develop a life goal/purpose c. helping others develop positive self-esteem d. helping others feel competent Ans: D Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Help Others Feel Competent Difficulty Level: Easy AACSB Standard: Leading in organizational situations 25. Abby had been promised a raise once she maintained her new sales quota for three quarters in a row. Abby has maintained her sales numbers for five quarters now, but still has not received her raise. Now, Abby’s boss has nominated her for a sales award, but Abby does not plan to attend the awards reception. Since she has not gotten her raise, she distrusts the whole system. Abby’s boss has failed to ______. a. help Abby feel like part of the team b. help Abby set realistic goals c. help Abby get what she expects d. help Abby get her rewards Ans: C Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Help Others Get What they Expect Difficulty Level: Hard AACSB Standard: Leading in organizational situations 26. It is important for leaders to confirm that their followers’ outcomes are ______. a. smart b. timely c. measurable d. realistic Ans: D Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Help Others Get What they Expect Difficulty Level: Easy

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Leading in organizational situations 27. In high school, Bobby decided to learn to play guitar. At first, he was all excited about practicing and improving his technique, which he did. But by the time he graduated and went to college, his motivation subsided and he stopped playing all together. In this example, Bobby most likely ______. a. no longer saw the value in playing the guitar b. no longer felt competent playing the guitar c. was too busy to play the guitar d. realized he had no talent Ans: A Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Help Others Value What they do Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 28. Providing detailed instructions, clear expectations, and a specific timeline are all aspects of ______. a. participative leadership b. micro-managing c. authoritative leadership d. directive leadership Ans: D Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 4: Complex Tasks Difficulty Level: Medium AACSB Standard: Leading in organizational situations 29. Which leadership style includes setting clear standards of performance and making rules and regulations clear for others? a. Supportive leadership b. Participative leadership c. Directive leadership d. Authority-compliant leadership Ans: C Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 4: Complex Tasks Difficulty Level: Medium AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 30. Leaders simplify tasks because they want to be able to ______. a. help followers feel more competent about their work b. help followers feel smarter c. save the complex tasks for themselves d. show their bosses how smart they are Ans: A Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Obstacle 4: Complex Tasks Difficulty Level: Easy AACSB Standard: Leading in organizational situations 31. Encouraging others when they are engaged in tasks that are boring is an example of ______. a. supportive leadership b. participative leadership c. directive leadership d. authority-compliant leadership Ans: A Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 5: Simple Tasks Difficulty Level: Easy AACSB Standard: Leading in organizational situations 32. Using a spotter when you are in a weight room is an example of which leadership style? a. Supportive leadership b. Participative leadership c. Directive leadership d. Authoritarian leadership Ans: A Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Obstacle 5: Simple Tasks Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 33. It is important for leaders to show care for the well-being and personal needs of their followers. This is also known as showing ______. a. participative leadership b. social support c. emotional intelligence

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 d. none of these Ans: B Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 5: Simple Tasks Difficulty Level: Easy AACSB Standard: Leading in organizational situations 34. Inviting others to share in the ways and means of getting things done, is one way to define ______ leadership. a. coaching b. authoritarian c. participative d. directive Ans: C Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 6: Low Involvement Difficulty Level: Easy AACSB Standard: Leading in organizational situations 35. Not having a voice in what happens within a group or an organization is a sign that the individual ______. a. has low self-esteem b. has low motivation and does not care about the project c. does not value the work done by the group or organization d. has low involvement in the group or organization Ans: D Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 6: Low Involvement Difficulty Level: Medium AACSB Standard: Leading in organizational situations 36. Jordan is the newest hire at a local advertising agency. There is a strict dress code at this firm, which Jordan does not like and feels stifles creativity. But as the newest hire, Jordan’s desire to feel like part of the team is more important than her personal style, so she says nothing. Jordan is experiencing which of the obstacles mentioned in the text? a. Low involvement b. Unclear goals c. Lack of a challenge d. Simple tasks

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: A Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Obstacle 6: Low Involvement Difficulty Level: Hard AACSB Standard: Interpersonal relations and teamwork 37. According to the text, the two main benefits of participative leadership are ______. a. increased revenue and group cohesiveness b. increased commitment to the group and increased revenue c. increased complaining about management and increased revenue d. increased commitment to the group and group cohesiveness Ans: D Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Obstacle 6: Low Involvement Difficulty Level: Easy AACSB Standard: Leading in organizational situations 38. When followers are not challenged, the leader should adopt which leadership style? a. Participative b. Achievement-oriented c. Directive d. Laissez-Faire Ans: B Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Obstacle 7: Lack of a Challenge Difficulty Level: Easy AACSB Standard: Leading in organizational situations 39. Establishing high standards of excellence, seeking continuous improvement, and showing a high degree of confidence in people are characteristics of which leadership style? a. Participative b. Achievement-oriented c. Directive d. Laissez-Faire Ans: B Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 7: Lack of a Challenge

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Easy AACSB Standard: Leading in organizational situations 40. Lakeisha is the President of her sorority. Lately, many sororities on campus have been under judicial review for behavior contrary to the university’s core values, so most of the students think all sororities are in trouble with the university. Lakeisha wants her sorority to be known for high standards of excellence. She expects a lot from the women in her sorority and shows confidence that they can reach these goals. Lakeisha is displaying which of the following leadership styles? a. Participative b. Achievement-oriented c. Directive d. Laissez-Faire Ans: B Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Obstacle 7: Lack of a Challenge Difficulty Level: Hard AACSB Standard: Leading in organizational situations 41. A coach or teacher who uses stickers or other forms of public rewards for outstanding performance is displaying which of the following leadership styles? a. Participative b. Achievement-oriented c. Directive d. Laissez-Faire Ans: B Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 7: Lack of Challenge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 42. Achievement-oriented leadership works best with followers who are ______. a. externally motivated b. internally motivated c. bored by the assignment d. naturally talented Ans: A Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 7: Lack of Challenge Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Leading in organizational situations 43. In path-goal theory, the goals and paths needed to achieve them are defined by the ______. a. leader b. follower c. management of the organization d. media Ans: B Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Knowledge Answer Location: Summary Difficulty Level: Easy AACSB Standard: Leading in organizational situations 44. Carlos was just promoted, so he moved from a regional office to Corporate Headquarters. He is excited by his new job duties and has lots of new ideas to help move the organization forward. At his first staff meeting, he discovers that the last person to hold his job did not utilize the knowledge and skills of the staff. Rather, their former supervisor gave them only simple and mundane tasks to complete, while keeping the difficult and complex tasks for themselves. Carlos wants to change the situation, but before he can assign more complex tasks, he first needs to utilize which of the following leadership styles? a. Supportive b. Achievement-oriented c. Directive d. Participative e. None of these Ans: A Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Summary Difficulty Level: Hard AACSB Standard: Leading in organizational situations 45. According to the text, good leaders are those who ______. a. get their followers to maximize their productivity b. let their followers define their own goals and job duties c. help their followers overcome obstacles to achieve their goals d. help their followers become good leaders Ans: C Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Summary Difficulty Level: Medium AACSB Standard: Leading in organizational situations 46. Anything that gets in the way of a follower and makes it difficult for followers to reach their goals is a(an) ______. a. challenge b. opportunity c. obstacle d. problem Ans: C Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Obstacles Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 47. Obstacles come in many forms. Which of the following are typical obstacles in a work environment? a. Complex design process b. Resistance to change c. Loud, shared work space d. All of these Ans: D Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Obstacles Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 48. Path-goal leadership theory is ascribed to which of the following leadership researchers? a. Peter Northouse b. James MacGregor Burns c. Robert House d. Susan Komives Ans: C Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Overcoming Obstacles in Practice Difficulty Level: Medium AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 49. The goal of path-goal theory is to have ______. a. more productive members of the organization b. members of the organization depend on their leaders c. leaders who are skilled problem solvers and do nothing else d. leaders who push all their work onto their followers Ans: A Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Various, Chapter as a Whole Difficulty Level: Medium AACSB Standard: Leading in organizational situations 50. Clearly defining goals for one’s followers is closely aligned with what other leadership principle? a. Managing conflict b. Power c. Articulating a vision d. Building a team e. None of these Ans: C Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Obstacle 1: Unclear Goals Difficulty Level: Medium AACSB Standard: Leading in organizational situations True/False 1. In expectancy theory, individuals distrust the way the system works when they achieve the result they expect.

Ans: F Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Help Others Get What They Expect Difficulty Level: Medium AACSB Standard: Leading in organizational situations 2. Individuals get excited about their work and are more gratified by their accomplishments when faced with goals that are not clearly specified.

Ans: F Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Obstacle 1: Unclear goals Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 3. Learning about and dealing with obstacles is a very effective way to improve your leadership.

Ans: T Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Knowledge Answer Location: Obstacles Explained Difficulty Level: Easy AACSB Standard: Leading in organizational situations 4. According to the text, leaders need to define the path to the goal for the subordinate to be successful.

Ans: T Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Overcoming Obstacles in Practice Difficulty Level: Easy AACSB Standard: Leading in organizational situations 5. Subordinates must adapt their needs to the needs of their leader.

Ans: F Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 2: Unclear Directions Difficulty Level: Medium AACSB Standard: Leading in organizational situations 6. Achievement-oriented leadership generally works well for everyone in the organization.

Ans: F Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 7: Lack of Challenge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 7. When individuals feel like they are not being heard, they tend to engage more completely in the task at hand.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: F Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 6: Low Involvement Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. A participative leadership style is the best style when dealing with the issue of complexity in tasks.

Ans: F Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 6: Low Involvement Difficulty Level: Easy AACSB Standard: Leading in organizational situations 9. Using a directive leadership style makes subordinates feel that what they are accomplishing has a high value.

Ans: F Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 4: Complex Tasks Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. A leader’s job is to remove all obstacles out of the way for their followers so they feel valued and part of the team.

Ans: F Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Overcoming Obstacles in Practice Difficulty Level: Medium AACSB Standard: Leading in organizational situations Essay 1. Briefly discuss three general ways leaders can help followers based on the Path-goal leadership theory.

Ans: Participative, directive, and achievement-orientation to help remove or navigate the obstacles the follower is facing.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacles 1–7 Difficulty Level: Easy AACSB Standard: Leading in organizational situations 2. How would a leader’s task-orientation or relationship-orientation affect how well he or she is able to help followers overcome obstacles in an organization?

Ans: Task-orientation tends towards the directive style, while relationship-orientation tends towards the supportive and/or participative styles. Could be a problem depending on the needs of the follower and a mismatch between leadership style and obstacle the follower is facing.

Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Entire Chapter Difficulty Level: Medium AACSB Standard: Leading in organizational situations 3. How could a leader use expectancy theory to motivate high school students to stay in band or orchestra when their peers are dropping out?

Ans: The obstacle here is low motivation. Needs to talk about the three components of expectancy theory: helping others feel competent, helping other get what they expect, and helping other value what they do.

Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Application Answer Location: Entire Chapter Difficulty Level: Medium AACSB Standard: Leading in organizational situations 4. How can unclear goals be an obstacle for followers? Provide at least three examples of clear goals.

Ans: They are less excited about their work. They are less gratified by their accomplishments. They are less likely to achieve their goals. All of these results limit performance.

Examples of clear goals will be SMART goals—specific, measurable, attainable, relevant/realistic, and timely.

Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Application Answer Location: Obstacle 1: Unclear Goals Difficulty Level: Easy AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 5. What are the seven obstacles types listed in the text? Provide at least one example for each obstacle type. What impact could these obstacles have on the organization?

Ans: (1) Unclear goals, (2) unclear directions, (3) low motivation, (4) simple tasks, (5) complex tasks, (6) low involvement, and (7) lack of challenge.

Examples will depend on experiences of the student All obstacles lead to reduced performance by the individual follower as well as reduced productivity for the organization. Lack of motivation and a sense of belonging also occur due to these obstacles.

Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Comprehension Answer Location: Obstacles 1–7 Difficulty Level: Hard AACSB Standard: Leading in organizational situations 6. Which of the seven major obstacles types do you find to be most problematic for followers? Why? Provide a specific example.

Ans: The answer varies based on the student’s individual experience.

Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Analysis Answer Location: Obstacles 1–7 Difficulty Level: Hard AACSB Standard: Leading in organizational situations 7. In general, do you believe helping followers address obstacles could be enabling or counterproductive? Why or why not?

Ans: The answer varies depending on the student’s individual experience.

Learning Objective: 13.1: Explain the importance of leaders helping followers to overcome obstacles.

Cognitive Domain: Analysis Answer Location: Obstacles 1–7 Difficulty Level: Hard AACSB Standard: Leading in organizational situations 8. Compare and contrast the leadership styles needed to deal with complex and simple tasks as obstacles to followers achieving their goals. Of these two obstacles, which do you believe is the most damaging to organizational effectiveness and group cohesion?

Why? Ans: Complex tasks—need directive style; Simple tasks—need supportive style Answer will depend on the experiences of the student. Typically complex tasks, when the leaders get involved increase group cohesion as the team comes together to solve the problem. Simple tasks typically lead to people “checking out” and disengaging from the group.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Analysis Answer Location: Obstacles 4 and 5 Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. Of the three aspects of expectancy theory, which do you believe to be the most important when combating low motivation? Why? Provide an example from your own life when this aspect was used to increase your own motivation.

Ans: It depends on the student’s experience.

Focus answer around one of the following: helping other feel competent, helping others get what they expect, and helping others value what they do.

Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Analysis Answer Location: Obstacle 3: Low Motivation Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. Briefly explain why achievement-oriented leadership seeks continuous improvement. Provide an example from your own life when you have seen the benefits of seeking for continuous improvement in an organization. What was the outcome of these efforts?

Ans: Achievement-orientation seeks for continuous improvement because these leaders continuously challenge their followers for greater/higher levels of success. The status quo is not an option. Once one set of goals has been met, new goals/more challenging goals are set to keep the organization moving forward.

Examples will depend on the student’s experience.

The outcome should increase development of the organization, new products/markets or market share, more satisfied employees, less turnover, a good reputation as an organization, and the desire of highly motivated people to be part of that organization.

Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 7: Lack of a Challenge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 11. Explain why a supportive leadership style would not be the best for dealing with ALL obstacles that followers face in an organization. Give specific examples.

Ans: A supportive style provides a human dimension to the process of accomplishing goals. It encourages others and is especially valuable when tasks are boring or unchallenging. It lifts the mood of the workplace. When tasks are ambiguous, being friendly or sociable won’t clarify the tasks; more directive leadership is needed. When people feel left out, simply being friendly isn’t sufficient to help them feel included. The

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 leader would be more effective inviting the followers’ participation in getting things done.

Supportive leadership, while important, would be less effective in motivating followers to strive for greater/higher levels of success. It is the leader’s drive and enthusiasm that are needed to stay focused on the goal and keep the team moving forward.

Examples will depend on the student’s experience.

Learning Objective: 13.2: Share the solutions for seven common obstacles that affect teams and organizations.

Cognitive Domain: Comprehension Answer Location: Obstacle 5: Simple Tasks Difficulty Level: Medium AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 14: Exploring Destructive Leadership Test Bank Multiple Choice 1. Dark leadership is able to thrive when which three conditions exist? a. Destructive leader, susceptible followers, and energetic environment b. Destructive leader, susceptible followers, and conducive environment c. Laissez-Faire leader, susceptible followers, and conducive environment d. Destructive leader, empowered followers, and conducive environment Ans: B Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Knowledge Answer Location: Toxic Triangle Difficulty Level: Easy AACSB Standard: Social responsibility 2. Which of the following terms best fits the textbook’s definition of destructive leadership? a. The dark side of leadership b. Toxic leadership c. Unethical leadership d. All of these Ans: D Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Group and individual behaviors 3. The opposite of caring and productive leadership is ______. a. Laissez-Faire leadership b. autocratic leadership c. destructive leadership d. achievement-oriented leadership Ans: C Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium AACSB Standard: Group and individual behaviors

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. Three characteristics of the dark side of leadership include excessive use of power, selfishness of the leader, and ______. a. behavior that harms others b. sociopathic tendencies of the leader c. lack of a common goal d. productive followers Ans: A Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Knowledge Answer Location: Definition Difficulty Level: Easy AACSB Standard: Leading in organizational situations 5. Excessive use of power can mean a leader ______. a. is exclusively task-oriented b. is focused only on the development of his/her employees c. covers up the mistakes of his/her followers d. uses coercion to get his/her way Ans: D Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Comprehension Answer Location: Definition Difficulty Level: Easy AACSB Standard: Leading in organizational situations 6. An example of selfish leadership is ______. a. wanting to be the best performer in a company b. being fixated on your own goals rather than shared goals c. doing what your followers want you to do d. forcing your followers to take personal development courses Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Definition Difficulty Level: Easy AACSB Standard: Leading in organizational situations 7. Which of the following is NOT a characteristic of destructive leadership? a. Excessive use of power b. Selfishness c. Lack of trust d. Harmful behavior Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Knowledge Answer Location: Definition Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. How might an unscrupulous business person use charisma to sell a faulty product? a. By devaluing competitors’ products and arguing why his/her product is best b. By promoting him/herself as the top salesperson in the company c. By only targeting uninformed potential buyers d. By charming potential buyers and gaining their trust Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Toxic Triangle Difficulty Level: Medium AACSB Standard: Analytical thinking 9. What effect can the narcissism of a destructive leader have on followers? a. Makes them feel unimportant b. Causes them to idolize the leader c. Makes the leader appear more “human” d. Encourages the followers to work harder Ans: A Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Toxic Triangle Difficulty Level: Medium AACSB Standard: Analytical thinking 10. People who go along with destructive leaders out of fear are known as ______. a. conspirators b. conformers c. colluders d. complainers Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Susceptible Followers Difficulty Level: Easy AACSB Standard: Leading in organizational situations 11. In the Toxic Triangle, people who are easily influenced by others and unintentionally support destructive leaders are known as ______.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. participative b. suspicious c. susceptible d. conducive Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Susceptible Followers Difficulty Level: Easy AACSB Standard: Leading in organizational situations 12. Colluders ______. a. invite others to share in the ways and means of getting things done b. support leaders who use a participatory style c. secretly try to undermine their co-workers d. support leaders in order to advance their own agendas Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Susceptible Followers Difficulty Level: Medium AACSB Standard: Leading in organizational situations 13. College coaches who don’t report academic misconduct by a star player to academic officials are ______. a. conforming b. colluding c. compromising d. cowardly Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Susceptible Followers Difficulty Level: Medium AACSB Standard: Group and individual behaviors 14. When followers’ needs for______ are strong, it makes them vulnerable to the dictates of abusive leaders. a. security and certainty b. feeling chosen or special c. belonging d. all of these Ans: D

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Table 14.1: Psychological Factors and Susceptible Followers Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning 15. According to Lipman-Blumen, people who tend to follow leaders who are selfassured, controlling, and demanding, may have a psychological need to ______. a. be controlled by others b. feel guided and protected c. have obstacles removed for them d. have clear goals set for them Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Table 14.1: Psychological Factors and Susceptible Followers Difficulty Level: Medium AACSB Standard: Leading in organizational situations 16. Research on the psychological factors that predispose followers to be susceptible to destructive leadership was done by ______. a. William Schutz b. Andrew Padilla c. Susan Komives d. Jean Lipman-Blumen Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Table 14.1: Psychological Factors and Susceptible Followers Difficulty Level: Medium AACSB Standard: Leading in organizational situations 17. People who are highly dependent on a group for their own personal meaning and purpose are likely to engage in this behavior to retain their sense of belonging. a. Step up and take a leadership role b. Be willing to take more risks c. Be willing to give up their individuality and integrity d. Pressure others to conform to group norms Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Our Need for Membership in the Human Community

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Difficulty Level: Medium AACSB Standard: Leading in organizational situations 18. Which of the following is NOT one of the psychological factors that contribute to making people susceptible to destructive leadership?

Our fear of powerlessness to challenge a bad leader Our fear of being isolated from others Our fear of not belonging to the group Our fear of being wrong Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Table 14.1: Psychological Factors and Susceptible Followers Difficulty Level: Medium AACSB Standard: Leading in organizational situations 19. Among susceptible followers, being part of the “chosen ones” means one ______ while others are ______. a. has power; weak b. is right; less valuable c. is humble; know-it-alls d. is independent; still dependent on others Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Our need to feel chosen or special Difficulty Level: Medium AACSB Standard: Leading in organizational situations 20. Followers who bring attention to the negative aspects of what a group or organization is doing are called ______. a. colluders b. trouble-makers c. whistleblowers d. non-conformists Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Our fear of ostracism, isolation, and social death Difficulty Level: Easy AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 21. Hazing is an example of this psychological factor that makes people vulnerable to destructive leadership. a. Need for belonging to a community b. Need for reassuring authority figures c. Need to feel chosen or special d. Need to disagree with the group Ans: A Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Our Need for Membership in the Human Community Difficulty Level: Easy AACSB Standard: Leading in organizational situations 22. Which of the following is NOT a factor contributing to a conducive environment for destructive leadership? a. Instability b. Missing checks and balances c. Certain cultural values d. Leader’s goals and motivations Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Conducive Environments Difficulty Level: Easy AACSB Standard: Group and individual behaviors 23. How might opportunistic leaders take advantage of an unstable situation? a. They may become whistleblowers. b. They may create rules that serve themselves. c. They may provide hope to followers. d. They may observe rules to the tiniest detail.

Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Conducive Environments Difficulty Level: Medium AACSB Standard: Group and individual behaviors 24. A cultural value that might predispose people to obey destructive leaders is ______. a. avoidance of uncertainty b. pacifism c. gender egalitarianism d. humane orientation

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: A Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Cultural values Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 25. In the Toxic Triangle, which of the psychological factors of susceptible followers is most closely related the conducive environmental factor of perceived threat? a. Fear of ostracism b. Fear of powerlessness c. Need for belonging d. Need for security Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Perceived threat Difficulty Level: Hard AACSB Standard: Group and individual behaviors 26. This cultural value identifies with and emphasizes broader societal interests rather than individual goals. a. Power distance b. Uncertainty avoidance c. Collectivism d. Institutionalism Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Cultural values Difficulty Level: Easy AACSB Standard: Diverse and multicultural work environments 27. A person who believes some people are entitled to be rich while others are not, and that some people are born to rule, while others are not, is expressing this cultural value. a. High power distance b. High institutionalism c. Low gender egalitarianism d. Low collectivism Ans: A Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Answer Location: Cultural values Difficulty Level: Medium AACSB Standard: Diverse and multicultural work environments 28. A task group that appoints a devil’s advocate during group discussion is protecting itself against which potential threat? a. Unscrupulous leadership b. Absence of checks and balances c. Uncertainty avoidance d. Instability Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Absence of checks and balances and institutionalization Difficulty Level: Hard AACSB Standard: Leading in organizational situations 29. Why is it challenging to get rid of destructive leaders once they are in place? a. They are usually charismatic and persuasive. b. They have accumulated some power and know how to use it. c. They may be narcissistic and lack empathy for others’ points of view. d. All of these.

Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Leaders Difficulty Level: Medium AACSB Standard: Social responsibility 30. How can organizations protect themselves against destructive leaders in their midst? a. Do not promote individuals who exhibit qualities of destructive leaders. b. Ensure confidential means of reporting on unethical behavior of co-workers c. Have policies in place where destructive employees can be removed d. All of these Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Leaders Difficulty Level: Easy AACSB Standard: Social responsibility 31. According to the text, how can followers stop destructive leadership once it occurs?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 a. Ask for staff development opportunities to become better leaders themselves. b. Become accepted by the leader in order to fulfill some of their personal agendas. c. Convince themselves they are capable of outlasting the destructive leaders. d. Avoid drama and focus on getting their own work done well and on time.

Ans: A Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Followers Difficulty Level: Medium AACSB Standard: Social responsibility 32. The Sarbanes-Oxley Act was authorized to protect investors from destructive leaders by ______. a. requiring governing boards to limit terms of their members, so no one can build up power bases over time b. requiring governing boards to appoint scientists, not just dignitaries, to serve c. requiring governing boards to more closely monitor their company’s financial activity. d. requiring governing boards to appoint at least 20% diverse or minority members Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Context Difficulty Level: Medium AACSB Standard: Leading in organizational situations 33. According to the Leadership Snapshot in chapter 14, Elizabeth Holmes of Theranos used this technique, common to destructive leaders, to run her company. a. Attracting high-level investors and board members b. Demanding absolute loyalty from her staff c. Wanting to leave her mark on the world d. Spending money lavishly Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Leadership Snapshot Difficulty Level: Easy AACSB Standard: Social responsibility 34. Shawna has worked in the restaurant business for 10 years. She has recently been hired as the head chef at an upscale, new restaurant. She is responsible for all the meals served at the restaurant, including purchasing the food, hiring the staff, and making a profit. Because she is meticulous in creating menus and designing beautiful plates of food, Shawna expects the same level of attention and care from the rest of the

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 kitchen staff. To maintain her reputation, she wants her food to be rated highly by reviewers, so she examines every plate before it leaves the kitchen, often tells the cooks to remake dishes, and scolds servers for slow service. There is now a high turnover of staff in the restaurant. What quality of destructive leadership is Shawna displaying? a. Harmful behaviors b. Selfishness c. Charisma d. Collusion Ans: B Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Comprehension Answer Location: Definition Difficulty Level: Medium AACSB Standard: Leading in organizational situations 35. Shawna has worked in the restaurant business for 10 years. She has recently been hired as the head chef at an upscale, new restaurant. She is responsible for all the meals served at the restaurant, including purchasing the food, hiring the staff, and making a profit. Because she has worked in toxic restaurant environments previously, with chefs who yell and demand absolute control of the kitchen, she wants to create a less stressful workplace at the new restaurant. How can Shawna lessen the likelihood of her leadership becoming destructive? a. Use her charisma to get staff to be loyal to her. b. Teach her staff how to do tasks exactly the way she wants them done. c. Hire staff who value the jobs as stepping stones to advance in their own careers. d. Attribute the restaurant’s success to team effort rather than her personal reputation.

Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Toxic Triangle Difficulty Level: Hard AACSB Standard: Leading in organizational situations 36. People can avoid becoming susceptible followers by ______. a. choosing to be around like-minded people b. being wary of how charisma can influence them c. seeking out authority figures to guide them d. learning new skills Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Toxic Triangle Difficulty Level: Medium

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 AACSB Standard: Leading in organizational situations 37. Why is it challenging to get rid of destructive leaders once they are in place? a. The organization may be in flux and the rules uncertain. b. The organization may be stable and secure. c. The organization pays well and people are satisfied with how things are going. d. The organization values team work.

Ans: A Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Conducive Environments Difficulty Level: Medium AACSB Standard: Social responsibility 38. Organizations can lessen the likelihood of destructive leadership taking place by ______. a. hiring people with similar cultural values b. ensuring equal pay for equal work c. providing calm direction during stressful times d. all of these Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Conducive Environments Difficulty Level: Medium AACSB Standard: Social responsibility 39. What reason does our text give for why conformers comply with destructive leaders? a. They want to get something for themselves. b. They like to go with the flow. c. They lack a clearly defined self-concept. d. They lack emotional intelligence.

Ans: C Learning Objective: 14:2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Susceptible Followers Difficulty Level: Medium AACSB Standard: Interpersonal Relations and Teamwork 40. If a leader is considered to be narcissistic, the leader ______. a. is likely very attractive b. likes constant attention from others

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 c. is achievement-oriented d. uses power for personal gain Ans: B Learning Objective: 14:2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Destructive Leaders Difficulty Level: Medium AACSB Standard: Leading in Organizational Situations 41. What is the role of power in destructive leadership? a. It enables the leader to accomplish group goals. b. It enables the leader to control others. c. It limits the leader’s ability to receive feedback from others. d. It draws desirable attention to the leader.

Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Analysis Answer Location: Destructive Leaders Difficulty Level: Hard AACSB Standard: Leading in organizational situations 42. Which destructive leadership quality limits a leader’s ability to be empathetic to the needs and concerns of others? a. Narcissism b. Need for power c. A disturbed past d. Charisma Ans: A Learning Objective: 14:2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Destructive Leaders Difficulty Level: Medium AACSB Standard: Leading in Organizational Situations 43. Destructive leaders have a strong need for power because they want to be able to ______. a. impress other people b. get things done c. promote their own goals d. show their bosses how smart they are Ans: C Learning Objective: 14:2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: Destructive Leaders Difficulty Level: Medium AACSB Standard: Leading in Organizational Situations 44. According to Lipman-Blumen, people who tend to follow leaders who provide convincing answers to their problems, or direction in a situation, may have a psychological need to ______. a. have clear goals set for them b. feel a sense of agency c. feel secure and certain d. feel they belong Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Table 14.1: Psychological Factors and Susceptible Followers Difficulty Level: Medium AACSB Standard: Leading in organizational situations 45. Why do group members sometimes feel powerless to challenge a bad leader? a. Because the leader is charismatic b. Because the group members want to feel special c. Because the benefits of belonging to the group outweigh the drawbacks d. Because they lack a sense of personal agency Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Table 14.1: Psychological Factors and Susceptible Followers Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork 46. Organizational cultures that reinforce ______ can better respond to destructive leaders. a. employee collaboration and initiative b. employee conformity and loyalty c. employee happiness and well-being d. employee obedience to rules Ans: A Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Followers Difficulty Level: Medium AACSB Standard: Leading in organizational situations

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 47. What organizational factor at Theranos allowed Elizabeth Holmes to cheat investors and the public? a. Bringing in a crafty board of advisors and investors b. Developing partnerships with major companies c. Keeping employees working in isolation from each other d. Having too many rules and regulations to follow Ans: C Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Leadership Snapshot Difficulty Level: Medium AACSB Standard: Leading in Organizational Situations 48. Lying to employees, forcing them to work overtime without extra compensation, and covering up company wrong-doing, are examples of which destructive leadership characteristic? a. Narcissism b. Selfishness c. Excessive use of power d. Harmful behaviors Ans: D Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Application Answer Location: Definition Difficulty Level: Medium AACSB Standard: Leading in Organizational Situations 49. Marisol is a graduating college senior looking for her first full-time job in event planning. The largest and best-known entertainment company in her city closed last year due to financial mismanagement, but has recently re-opened under new ownership. If Marisol decides to apply for a position with this company, what contextual element should she evaluate to see if their way of doing business has truly become more ethical? a. How many employees lost their jobs b. Whether there are a lot of cliques in the company c. How much money they are paying their new hires d. How influence and power are shared within the company Ans: D Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

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

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 50. Based on the text, what quality or attitude is needed to be a whistleblower when destructive leadership is occurring? a. A strong power base to rely on for support b. Maintaining one’s sense of identity and principles c. A desire for certainty and security d. A need to feel chosen or special Ans: B Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Followers Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning True/False 1. There is no consensus about the definition of destructive leadership.

Ans: T Learning Objective: 14:1: Describe three defining components of destructive leadership. leadership.

Cognitive Domain: Knowledge Answer Location: Definition Difficulty Level: Easy AACSB Standard: Group and individual behaviors 2. Destructive leadership is primarily a “leader” problem.

Ans: F Learning Objective: 14:1: Describe three defining components of destructive leadership.

Cognitive Domain: Knowledge Answer Location: Toxic Triangle Difficulty Level: Easy AACSB Standard: Group and individual behaviors 3. Destructive leaders engage in certain identifiable behaviors.

Ans: T Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Knowledge Answer Location: Destructive leaders Difficulty Level: Easy AACSB Standard: Leading in organizational situations 4. Charisma is believing you are special and entitled to run things your own way without considering others.

Ans: F

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Comprehension Answer Location: Destructive Leaders Difficulty Level: Easy AACSB Standard: Leading in organizational situations 5. Because of their own disturbed pasts, some destructive leaders justify their coercive behavior as legitimate.

Ans: T Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Knowledge Answer Location: Destructive Leaders Difficulty Level: Easy AACSB Standard: Leading in organizational situations 6. Clear rules for merit pay, promotion, and workload are part of a system of checks and balances in an organization.

Ans: T Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Context Difficulty Level: Medium AACSB Standard: Leading in organizational situations 7. When individuals’ ideas are not being heard, and they are demeaned by their supervisor, they may be dealing with a narcissistic leader.

Ans: T Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Destructive Leaders Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. Colluders comply with destructive leaders out of fear of what will happen if they don’t follow.

Ans: F Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Susceptible Followers Difficulty Level: Easy AACSB Standard: Leading in organizational situations 9. A leader’s responsibility is to fulfill all the psychological needs of their followers.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: F Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Susceptible Followers | Table 14.1: Psychological Factors and Susceptible Followers Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. Followers can develop the capacity to resist destructive leaders.

Ans: T Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Followers Difficulty Level: Easy AACSB Standard: Leading in organizational situations Essay How can charisma be used for both constructive and destructive purposes?

Ans: Charisma is a personal trait that leaders can use to charm and persuade people to follow them. It makes them appear likable and trustworthy. Along with effective public speaking, vision, and energy, a leader can use charisma to inspire people to work together for their common interests. In such an instance, charisma can be regarded as constructive. However, charisma can also mask a leader’s true motives. So if a leader uses this same trait to win over people for selfish purposes it can be considered destructive. The text’s definition of destructive leadership is “the process whereby an individual exercises excessive control and coercion to force a group of individuals to accomplish the leader’s own goals without regard to the impact on others or the organization.”

Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Comprehension Answer Location: Destructive Leaders Difficulty Level: Medium AACSB Standard: Ethical understanding and reasoning Do destructive leaders know what they are doing? Do they consider their actions as being destructive?

Ans: Varies. Destructive leaders may or may not be aware of what they are doing, and whether it is destructive. According to our text, the quality of narcissism limits a person’s ability or willingness to receive feedback from others. Such leaders may lack empathy and not care how their actions impact others. They may be convinced their way of doing things is the right way. Destructive leaders may also (consciously or unconsciously) be

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 compensating for childhood trauma, be projecting their self-loathing or low self-worth onto others, thus justifying their abusive behavior towards them. Machiavelli’s idea that “the ends justify the means” also applies here. If leaders think the ultimate goal is important or worthy, they may rationalize that any means of achieving that goal are acceptable. It is also possible, that some destructive leaders know what they are doing and enjoy being cruel.

Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Analysis Answer Location: Destructive Leaders Difficulty Level: Hard AACSB Standard: Ethical understanding and reasoning What is the difference between destructive leadership and ineffective leadership?

Ans: The main difference between the two lies in the type of goal. According to the text, destructive leadership is “the process whereby an individual exercises excessive control and coercion to force a group of individuals to accomplish the leader’s own goals without regard to the impact on others or the organization.” It may be effective or ineffective depending on how well the leader’s own goals are achieved. The ends are mainly selfish. Leadership, in general, can be defined as “a process whereby an individual influences a group of individuals to achieve a common goal.” According to this definition, leaders can be ineffective for various reasons: they lack the traits, skills, appropriate styles, or ability to influence others to accomplish a common goal.

Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Comprehension Answer Location: Definition Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork Distinguish between the roles of conformers and colluders in the Toxic Triangle. Which role do you think is most dangerous?

Ans: Both conformers and colluders are examples of susceptible followers. Conformers comply with destructive leaders for various reasons: they may lack the inner strength to resist the leader’s persuasion; they may be afraid of the consequences of not going along; or they may feel a psychological need to belong to a group, even if it does wrong.

Colluders go along with destructive leaders because they think they can get something for themselves out of the relationship. They may value aligning themselves with a leader who shares similar beliefs and values. Answers will vary as to which role is most dangerous.

Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge; Analysis Answer Location: Susceptible Followers Difficulty Level: Medium AACSB Standard: Interpersonal relations and teamwork

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 What are the challenges for followers in opposing destructive leadership?

Ans: There are personal factors and contextual factors that pose challenges for followers in opposing destructive leadership. Personal factors include psychological needs of followers that predispose them to following destructive leaders in the first place, such as the need for reassuring authority figures, or need for security and certainty. If these needs are strong, then the follower may hesitate to speak up in the case of a leader’s abuse or excessive control. Addressing these psychological factors can help followers develop the capacity to resist destructive leaders, by retaining one’s sense of identity and values, and developing a sense of agency. Contextual factors include whether there are checks and balances in the organization, whether there are clear channels for reporting misconduct, whether there is an overall unethical climate in the workplace, and whether there is retribution for whistleblowers.

Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Confronting Destructive Leadership in Practice Difficulty Level: Medium AACSB Standard: Leading in organizational situations What are the factors that make some environments conducive to being exploited by destructive leaders?

According to the Toxic Triangle, there are four common factors in environments that are conducive to being exploited by destructive leaders. First, is instability such as a crisis, or time of rapid change, that make it possible for power-hungry leaders to take more control. Second is a perceived threat, that can be real or manufactured by the leader, such as the possibility of a hostile take-over of a company. Followers may want to be protected from such a threat and may agree to follow a more authoritarian leader is such a situation. Third, some cultural values, such as high power distance, may predispose people to tolerate power differences in society, accepting that some people deserve to have more power or control over others. A fourth factor is whether power in the organization or group is distributed broadly and regulated by clear rules, and that there is a system of checks and balances in place that keeps individuals from advancing their own agendas.

Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Conducive Environments Difficulty Level: Easy AACSB Standard: Leading in organizational situations What cultural values might make it more likely for destructive leadership to occur?

Ans: There are three cultural values identified in the text that can contribute to a conducive environment for destructive leadership. One is uncertainty avoidance, which is the preference for stability and predictability in society. A destructive leader can exploit this by establishing rules, structures, and laws that make life more secure for people but also give the leader more power. A second cultural value is collectivism,

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 which values group effort and attainment more so than individual goals and accomplishments. This makes it more likely for people to follow a strong leader who brings people together around a common goal, which also secretly serves the leader’s selfish purposes. A third value is high power distance, which means that people accept the fact that some people are entitled to more power than others. This can be due to gender, social class, religious affiliation, or other reasons. This acceptance of power distance makes it less objectionable to people that some leaders demand total control in society.

Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Knowledge Answer Location: Cultural Values Difficulty Level: Easy AACSB Standard: Leading in organizational situations The textbook claims that toxic leaders will always exist. Do you agree? Why or why not?

Ans: Varies. Answer may address the facts that basic human needs will always exist and that there will always be people who experience childhood trauma. Thus, some people will always be likely to exploit or abuse others, and other people will have a tendency to be susceptible to such influence.

Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Application Answer Location: Leaders Difficulty Level: Medium AACSB Standard: Leading in organizational situations How can leaders guard against being corrupted by power?

Ans: Self-awareness is the first step; knowing what one’s own values are. This can be done through reflection, or taking psychological tests to determine one’s willingness to listen, ability to be empathetic, or need for control. Second, being aware of people’s psychological needs is important, so that one doesn’t unintentionally exploit these for personal gain when in a leadership role. Third, making sure there is accountability for one’s leadership, through organizational structures that provide checks and balances in decision-making. A fourth step would be empowering followers by developing their skill development and participation in decision-making.

Learning Objective: 14.2: Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context.

Cognitive Domain: Analysis Answer Location: Destructive Leaders, Conducive Environments, Confronting Destructive Leadership in Practice Difficulty Level: Hard AACSB Standard: Leading in organizational situations What is destructive about destructive leadership? What does it destroy?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ans: According to the text, destructive leadership is “the process whereby an individual exercises excessive control and coercion to force a group of individuals to accomplish the leader’s own goals without regard to the impact on others or the organization.”

Excessive control is destructive because it forces people to obey a leader against their wishes, and devalues their own contributions. The ends of destructive leadership are mainly selfish. Destructive leadership destroys a sense of common achievement and working for the common good. Destructive leadership adversely affect followers and the organization by sabotaging the organization’s goals, and diminishing the well-being and satisfaction of the followers.

Learning Objective: 14.1: Describe three defining components of destructive leadership.

Cognitive Domain: Comprehension Answer Location: Definition Difficulty Level: Medium AACSB Standard: Leading in organizational situations