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3309 > Ch 12: Leadership > Flashcards

Ch 12: Leadership Flashcards

1
Q

If a researcher is studying the characteristics of individuals who become leaders, he or she would particularly be interested in ______________.

a. leader treatment
b. leadership effectiveness
c. leader emergence
d. leadership ability

A

c. leader emergence

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2
Q

All of the following are personality characteristics that are associated with individuals who emerge as leaders except:

a. Emotional stability
b. Agreeableness
c. Extraversion
d. Openness to experience

A

b. Agreeableness

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3
Q

All of the following are descriptive of the more modern approach to trait theory except:

a. It defines personality traits behaviorally.
b. It considers traits in the context of organizational/situational variables.
c. It has not had the success of traditional trait theory.
d. It includes a general consensus on the meaning of personality traits.

A

c. It has not had the success of traditional trait theory.

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4
Q

Most leadership training programs concentrate on developing, maintaining, or enhancing individual attributes. This is most accurately described as an example of:

a. behavior development
b. personality development
c. leadership development
d. leader development

A

d. leader development

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5
Q

The researchers at Ohio State University pursued an approach that dealt with two dimensions: consideration and initiating structure. Which general leadership approach did they utilize?

a. Maturity approach
b. Contingency approach
c. New trait theory
d. Behavioral approach

A

d. Behavioral approach

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6
Q

What is the general notion behind the contingency approach?

a. Any tactic should be backed up by an alternate course of action.
b. The success of any given tactic depends upon multiple factors or situations.
c. The ability of one factor to influence another factor is inherently ambiguous.
d. Multiple factors must be considered in developing a course of action.

A

b. The success of any given tactic depends upon multiple factors or situations.

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7
Q

______________ leadership is best when the job is boring or the subordinate lacks self-confidence, whereas ____________ leadership is most effective when the job is not clearly defined.

a. Supportive; directive
b. Directive; supportive
c. Participative; directive
d. Directive; participative

A

a. Supportive; directive

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8
Q

Which of the following is characteristically true of out-group members?

a. They are more likely to stay in an organization.
b. They view exchanges with their leaders as simply contractual.
c. They see themselves as involved in valuable knowledge exchange.
d. Their leaders initiate discussions about personal matters with them

A

b. They view exchanges with their leaders as simply contractual.

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9
Q

Which of the following is a criticism of the Multifactor Leadership Questionnaire?

a. It is based on only one theory, that of transactional leadership theory.
b. It is unclear how many transactional and transformational strategies there are.
c. It is overly long and often frustrates the test takers.
d. It tends to be imprecise in measuring what it says it is measuring.

A

b. It is unclear how many transactional and transformational strategies there are.

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10
Q

According to a study described in the textbook, the mental health of female managers was ________ if they adopted a(n) _________ style in a male dominated industry.

a. worse; autocratic
b. worse; interpersonal
c. better; interpersonal
d. better; nurturing

A

b. worse; interpersonal

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11
Q

Study of the characteristics of individuals who become leaders, examining the basis on which they were elected, appointed, or simply accepted.

A

Leader emergence

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12
Q

Study of which behaviors on the part of a designated leader (regardless of how that position was achieved) led to an outcome valued by the work group or organization.

A

Leadership effectiveness

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13
Q

Tyrannical leadership:

A

May accept the goals of the organization but seeks to achieve those goals through actively manipulating and humiliating subordinates.

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14
Q

Derailed leadership

A

Engages in anti organizational behaviours such as laziness, fraud, and theft.

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15
Q

Supportive-Disloyal

A

Shows consideration for subordinates but violates the goals of the organization by undermining the goal accomplishments.

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16
Q

The toxic triangle of destructive leadership

A

Destructive leadership
Susceptible followers
Conducive environments

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17
Q

Non-physical forms of hostility or aggression carried out by managers against employees who directly report to them.

A

Abusive supervision

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18
Q

A situation that occurs when a leader accepts the goal of changing a follower and can be observed attempting to do so.

A

Attempted leadership

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19
Q

A situation that occurs when a follower changes his or her behavior as a function of the leader’s effort.

A

Successful leadership

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20
Q

A situation that occurs when a leader changes a follower’s behavior, resulting in both leader and follower feeling satisfied and effective.

A

Effective leadership

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21
Q

A process that concentrates on developing, maintaining, or enhancing individual leader attributes such as knowledge, skills, and abilities.

A

Leader development

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22
Q

A process that concentrates on the leader-follower relationship and on developing an environment in which the leader can build relationships that enhance cooperation and resource exchange.

A

Leadership development

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23
Q

Type of competence that includes social awareness and social skills, such as the ability to resolve conflict and foster a spirit of cooperation.

A

Interpersonal competence

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24
Q

The desire to attain control or power that results from people learning that the exercise of control over others or the environment is pleasing.

A

Power motive

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25
Q

Psychological term used to describe a person who is not impulsive.

A

Activity inhibition

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26
Q

Need for approval or connections with others.

A

Affiliation need

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27
Q

Leadership theories developed by historians who examined the life of a respected leader for clues leading to that person’s greatness; often focused on a galvanizing experience or an admirable trait (persistence, optimism, or intelligence) that a leader possesses to a singular degree.

A

“Great man” theories

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28
Q

Leadership theory that attempted to show that leaders possessed certain characteristics that nonleaders did not.

A

Trait approach

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29
Q

Leadership theory that examines the types of power wielded by leaders.

A

Power approach

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30
Q

Begun by researchers at Ohio State University, leadership theory that focused on the kinds of behavior engaged in by people in leadership roles and identified two major types: consideration and initiating structure.

A

Behavioral approach

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31
Q

Type of behavior identified in the Ohio State studies; included behavior indicating mutual trust, respect, and a certain warmth and rapport between the supervisor and group.

A

Consideration

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32
Q

Type of behavior identified in the Ohio State studies; included behavior in which the supervisor organizes and defines group activities and his or her relation to the group.

A

Initiating structure

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33
Q

Type of behavior identified by University of Michigan researchers as an important part of a leader’s activities; similar to initiating structure from the Ohio State studies.

A

Task-oriented behavior

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34
Q

Type of behavior identified by University of Michigan researchers as an important part of a leader’s activities; similar to consideration in the Ohio State model.

A

Relations-oriented behavior

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35
Q

Type of behavior identified in the Michigan studies; allows subordinates more participation in decision making and encourages more two-way communication.

A

Participative behavior

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36
Q

Leadership theory proposed to take into account the role of the situation in the exercise of leadership.

A

Contingency approach

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37
Q

A subordinate’s job-related ability, skills, and knowledge.

A

Job maturity

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38
Q

The self-confidence and self- respect of the subordinate.

A

Psychological maturity

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39
Q

Leadership theory proposing that leaders adopt different behaviors with individual subordinates; the particular behavior pattern of the leader develops over time and depends to a large extent on the quality of the leader–subordinate relationship.

A

Leader–member exchange (LMX) theory

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40
Q

People who have high-quality relationships with their leader and high latitude for negotiating their work roles.

A

In-group members

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41
Q

People who have low-quality relationships with their leader and little latitude for negotiating their work roles.

A

Out-group members

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42
Q

Life cycle of a leader–follower relationship

A

A description of more recent versions of leader–member exchange (LMX) theory, which includes a dynamic process in which the task of the leader is to drive the relationship from a tentative first-stage relationship to a deeper, more meaningful one.

43
Q

Leadership theory that describes the behavior of inspirational political leaders who transform their followers by appealing to nobler motives such as justice, morality, and peace.

A

Transformational leadership

44
Q

Leaders show followers how they can meet their personal goals by adopting a particular behavior pattern; the leader develops social contracts with followers in which certain behaviors will be rewarded.

A

Transactional leadership

45
Q

Leaders display conviction, emphasize trust, take stands on difficult issues, emphasize the importance of commitment and purpose, and are aware of the ethical consequences of their decisions.

A

Idealized influence

46
Q

Leaders articulate an appealing vision of the future, challenge followers with high standards, talk optimistically with enthusiasm, and provide encouragement and meaning for what needs to be done.

A

Inspirational motivation

47
Q

Leaders question old assumptions, values, and beliefs; stimulate new ways of doing things; and encourage expression of ideas and reasons.

A

Intellectual stimulation

48
Q

Leaders deal with others as individuals; consider individual needs, abilities, and aspirations; listen attentively; and advise, coach, and teach.

A

Individualized consideration

49
Q

Leaders provide little guidance to their followers; lowest level of leadership identified by Bass (1997), who contrasted it with transactional leadership and transformational leadership.

A

Laissez-faire leadership

50
Q

Hierarchical model that ranges from laissez-faire leadership through transactional leadership to transformational leadership.

A

Full-range theory of leadership

51
Q

Multifactor Leadership Questionnaire (MLQ)

A

Self-report instrument used in the development and validation of the theory of transformational leadership.

52
Q

A style of leadership that emphasizes the genuineness and integrity of the leader, usually accompanied by a life story.

A

Authentic leadership

53
Q

A personal attribute of a leader that hypnotizes followers and compels them to identify with and attempt to emulate the leader.

A

Charisma

54
Q

Followers are emotionally attached to this leader, never question the leader’s beliefs or actions, and see themselves as integral to the accomplishment of the leader’s goals.

A

Charismatic leader

55
Q

Approach to leadership theory with many different versions of the notion that charisma is related to leadership; in one version, in a crisis situation, followers perceive charismatic characteristics in an individual and accept that person as a leader;
in another version,
certain leader behaviors (use of innovative strategies) contribute to a charismatic aura.

A

Charismatic leadership theory

56
Q

Team that has widely dispersed members working together toward a common goal and linked through computers and other technology.

A

Virtual team

57
Q

Global leadership and organizational behavior effectiveness (GLOBE)

A

Large-scale cross-cultural study of leadership by 170 social scientists and management researchers in over 60 countries.

58
Q

Leader characteristics that are more acceptable in some countries than others.

A

Culture-specific characteristics

59
Q

Power approach, 5 different types of power:

A 
Reward Power
Coercive Power
Legitimate Power
Expert Power
Referent Power
60
Q

Reward power.

A

The potential of a supervisor to dispense valued rewards

61
Q

Coercive power.

A

The potential of a supervisor to dispense punishments

62
Q

Legitimate power.

A

The “right” of a supervisor to influence a subordinate and the obligation of the subordinate to accept that influence

63
Q

Referent power.

A

The identification of the subordinate with the supervisor; the desire of the subordinate to be like and act like the supervisor; the power of example

64
Q

Expert power.

A

The knowledge or expertise that a supervisor has in a special area

65
Q

Outcomes of Power

A

Commitment, Compliance, Resistance

66
Q

Douglas McGregor’s XY Theory

A

proposed that the beliefs that managers hold about their subordinates influence their behavior toward those subordinates.

67
Q

Theory X

A

Theory developed by McGregor to describe managers who believe subordinates must be controlled to meet organizational ends

68
Q

Theory Y

A

Theory developed by McGregor to describe managers who believe subordinates are motivated to meet goals in the absence of organizational controls.

69
Q

Blake & Mouton’s Leadership Grid

A

Low-High Person Orientation

Low-High Task Orientation

70
Q

Leadership Grid
Low Person Orientation
Low Task Orientation

A

Impoverished (Michigan/ Fiedler)

71
Q

Leadership Grid
Low Person Orientation
High Task Orientation

A

Task-Centered (Michigan/ Fiedler)
Initiating structure (Ohio State)
Theory X

72
Q

Leadership Grid
High Person Orientation
Low Task Orientation

A

Country Club (Michigan/ Fiedler)
Consideration (Ohio State)
Theory Y

73
Q

Leadership Grid
High Person Orientation
High Task Orientation

A

Team (Michigan/ Fiedler)

74
Q

Leadership Grid
Medium Person Orientation
Medium Task Orientation

A

Middle of the road (Michigan/ Fiedler)

75
Q

Key Examples of Leadership Behaviours

A

Making decisions
Influencing people
Giving-seeking information
Building relationships

76
Q

Contingency theory: Leader as unable to change behavior readily, person has a behavioral predisposition.

A

Fiedler’s contingency theory

77
Q

Fiedler’s contingency theory, Dimensions of situations:

A

Leader-member relations
Task structure
Position power

78
Q

Contingency Theory: Leader as able to choose from a behavioral repertoire

A

House’s Path-Goal Theory

79
Q

Components of Path-goal theory:

A

Leader behaviours - Subordinate characteristics - Task characteristics - Motivation

80
Q

Provides guidance and psychological structure
Group members: dogmatic, authoritarian
Tasks: ambiguous, unclear rules, complex

A

Directive leadership

81
Q

Provides nurturance
Group members: unsatisfied, need affiliation
Tasks: repetitive, unchallenging, mundane

A

Supportive leadership

82
Q

Provides involvement
Group members: autonomous, need control + clarity
Tasks: Ambiguous, unclear, unstructuredd

A

Participative leadership

83
Q

Provides challenges
Group members: High expectations, need to excel
Tasks: Ambiguous, challenging, complex

A

Achievement orientated leadership

84
Q

Facets of Transformational Leadership

A 
Idealized influence – attributed
Idealized influence – behaviour
Inspirational motivation
Intellectual stimulation
Individualized consideration
85
Q

refers to the socialized charisma of the leader, whether the leader is perceived as being confident and powerful, and whether the leader is being viewed as focusing on higher-order ideals and ethics;

A

Idealized influence – attributed

86
Q

refers to the charismatic actions of the leader that are centred on values, beliefs, and a sense of mission;

A

Idealized influence – behaviour

87
Q

refers to the ways leaders energize their followers by viewing the future with optimism, stressing ambitious goals, projecting an idealized vision, and communicating to followers that the vision is possible;

A

Inspirational motivation

88
Q

refers to leader actions that appeal to followers’ sense of logic and analysis, by challenging followers to think creatively and find solution to difficult problems; and

A

Intellectual stimulation

89
Q

refers to leader behaviour that contributes to follower satisfaction by advising, supporting, and paying attention to the individual needs of followers, and thus allowing them to develop and self- actualize

A

Individualized consideration

90
Q

Facets of Transactional Leadership

A

Contingent reward
Management-by-exception (active)
Management-by-exception (passive)

91
Q

refers to leader behaviours that focus on clarifying role and task requirements and providing followers with material or psychological; rewards contingent on the fulfilment of contractual obligations;

A

Contingent reward

92
Q

refers to the active vigilance of the leader whose goal is to ensure that standards are met; and

A

Management-by-exception (active)

93
Q

with this approach the leaders only intervene after mistakes or noncompliance has already taken place.

A

Management-by-exception

94
Q

_ power outcomes:
Commitment: Possible
Compliance: Likely
Resistance: Possible

A

Reward

95
Q

_ power outcomes:
Commitment: Very unlikely
Compliance: Possible
Resistance: Likely

A

Coercive

96
Q

_ power outcomes:
Commitment: Possible
Compliance: Likely
Resistance: Possible

A

Legitimate

97
Q

_ power outcomes:
Commitment: Likely
Compliance: Possible
Resistance: Possible

A

Expert

98
Q

_ power outcomes:
Commitment: Likely
Compliance: Possible
Resistance: Possible

A

Referent

99
Q

Influencing tactics – Core Tactics

A

Rational persuasion
Consultation
Inspirational appeals
Collaboration

100
Q

The agent uses logical arguments and factual evidence to show that a request or proposal is feasible and relevant for important task objectives.

A

Rational persuasion

101
Q

The agent asks the target person to suggest improvements or help plan a proposed activity or change for which the target person’s support is desired.

A

Consultation

102
Q

The agent appeals to the target’s values and ideals or seeks to arouse the target person’s emotions to gain commitment for a request or proposal.

A

Inspirational appeals

103
Q

The agent offers to provide assistance or necessary resources if the target will carry out a request or approve a proposed change.

A

Collaboration

3309 (15 decks)

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