Test Bank 8 Edition Yukl

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Test Item File
Leadership in Organizations
8th Edition
Gary Yukl
State University of Albany at New York
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

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Description of the Test Bank
This test bank includes 16 multiple-choice items for each chapter. Many of the items were
selected from the test bank used with the prior edition of the book, but some are new and some
are revisions of earlier items. Items on the same topic are grouped together to make it easier to
create parallel subtests. The 256 items measure specific knowledge about the concepts, theories,
research findings, and action guidelines in this edition of the book. Most items deal with major
concepts and issues rather than with trivial or obscure points. However, the items are not
intended to measure ability to evaluate, synthesize, or integrate the material. To assess this type
of knowledge, it is necessary to supplement the objective exams with other measures. Some
examples include essay exams, case analyses, or papers relating theories to articles or books about
important leaders. The review questions at the end of each chapter provide one source of essay
questions, and they also provide guidance to students in studying for multiple choice exams.
The test bank is designed to have content validity (representative sampling of key points in
the chapters). I tried to avoid common weaknesses in multiple choice items, such as answers that
are obvious without reading the book, items that point out the answer to subsequent items, biased
distribution of the correct responses, and use of confusing formats such as “all of the above” or
“none of the above.”
Instructions and Exam Security
When giving instructions for a test drawn from this set of items, remind students to read each
item carefully and examine each response choice before selecting the best one. Careless reading
is a common source of error in this type of exam. Remind students to notice when an item is
worded negatively (e.g., "Which of the following is not correct?" or “which is least likely?”).
Because many of the items are complex, it is important to allow students enough time to read
them carefully. Allow at least one minute per item.
The validity of the tests for measuring student knowledge depends on the responsibility of
the faculty who use them, and it is essential to limit access of students to the test bank. The
following practices greatly reduce the chance that exam security will be compromised.
• Keep the test bank and copies of exams it in a secure location, such as in a locked cabinet or
a computer file that cannot be opened without a password.
• Pass out exams individually to each student, ask each student to sign the exam upon
receiving it, and tell students they will be held accountable for returning it with their answer
sheet. Try to prevent students from photographing the exam with a cell phone camera.
• If you review the exam in class or with students in your office, do not allow anyone to take
the exam, photograph it, or make notes on it.
• Vary the content of exams each semester to discourage students from building a test file.

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Contents
Chapter 1 The Nature of Leadership
Chapter 2 The Nature of Managerial Work
Chapter 3 Perspectives on Effective Leadership Behavior
Chapter 4 Leading Change in Organizations
Chapter 5 Participative Leadership and Empowerment
Chapter 6 Managerial Traits and Skills

Chapter 7 Contingency Theories of Effective Leadership
Chapter 8 Power and Influence
Chapter 9 Dyadic and Follower-Based Models of Learning
Chapter 10 Leadership in Teams and Decision Groups
Chapter 11 Strategic Leadership by Top Executives
Chapter 12 Charismatic and Transformational Leadership
Chapter 13 Ethical, Servant, Spiritual, and Authentic Leadership
Chapter 14 Gender, Diversity, and Cross-Cultural Leadership
Chapter 15 Developing Leadership Skills
Chapter 16 Overview and Integration

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Chapter 1: The Nature of Leadership
1. What is the best explanation for so many different definitions of leadership?
a. scholarly nitpicking about trivial issues

b. disagreement about what should be included in the definition
c. little opportunity for rigorous scientific analysis
d. leadership is a very old topic with centuries of definitions
Answer: b.
2. What is the most common element in definitions of leadership?
a. leadership is an authority relationship

b. leadership is the ability to make good decisions
c. leadership is an attribution made by followers
d. leadership is an influence process
Answer: d.
3. Definitions of leadership:
a. are usually derived by systematic observation of leaders

b. are only minor variations of the same general description
c. are important for designing and interpreting research
d. are pointless because there is no basis for their verification
Answer: c.
4. What process is emphasized in the definition of leadership proposed by Yukl?
a. influencing followers to have complete trust in the leader

b. motivating followers to do more than they initially expected
c. empowering each follower to become self reliant
d. facilitating collective efforts to accomplish shared objectives
Answer: d.
5. Leadership effectiveness is best assessed:
a. by evaluations from the leader’s boss

b. by subordinate evaluations of the leader
c. by a variety of subjective and objective criteria
d. by objective indicators of group performance
Answer: c.

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6. Most leadership theories emphasize:
a. leader characteristics
b. follower characteristics
c. both leader and follower characteristics
d. characteristics of the leadership situation
Answer: a.
7. What aspect of leadership has been emphasized most often in leadership theories and
research during the past half century?
a. leader traits and skills

b. leadership behavior
c. leader power and authority
d. the leadership situation
Answer: b.
8. What level of leadership processes is emphasized in most theories of effective leadership?
a. intra-individual
b. dyadic
c. group
d. organizational
Answer: b.
9. A theory that identifies the essential behaviors for any type of leader is best classified as:
a. descriptive and universal

b. prescriptive and universal
c. descriptive and situational
d. prescriptive and situational
Answer: b.
10. A theory that emphasizes leader traits and skills as determinants of leadership behavior is
best categorized at what level?
a. individual
b. dyadic
c. group
d. organizational
Answer: a.
11. A theory that explains the most effective pattern of leadership behavior in a specified
situation is best classified as:
a. descriptive
b. prescriptive
c. universal
d. comprehensive

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Answer: b.
12. A theory that describes how changes by top management in the structure and culture of an
organization affect the behavior of employees is best described as a:
a. prescriptive theory
b. hierarchical theory
c. multi-level theory
d. complexity theory
Answer: c.
13. Most of the leadership theory and research has described:
a. direct leadership
b. ethical leadership
c. informal leadership
d. toxic leadership
Answer: a.
14. A leadership theory that describes relationships among leader traits, behavior, influence
processes, outcomes, and situational variables is best classified as:
a. descriptive
b. integrative
c. comprehensive
d. universal
Answer: b.
15. Which is the least accurate statement about the outcomes of leadership actions?
a. immediate and delayed outcomes are usually consistent with each other
b. immediate outcomes are easier to predict than end-result outcomes
c. immediate and delayed outcomes are usually interrelated in complex causal chains
d. end-result outcomes are less useful as criteria of leadership effectiveness
Answer: a.
16. Which statement about leaders and managers is most accurate according to Yukl?
a. managers and leaders are different types of people

b. managing and leading are mutually exclusive and unrelated
c. managing is not important for effective leadership
d. leadership is important for the success of most managers
Answer: d.

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Chapter 2: The Nature of Managerial Work
1. Which was not found in most descriptive research on managerial activities?
a. the content of managerial work is varied and fragmented

b. the pace of managerial work is hectic and unrelenting
c. much time is spent on reflective activities such as planning
d. many interactions involve peers or outsiders
Answer: c.
2. The descriptive research found that a network of contacts and cooperative relationships is
especially important to:
a. motivate subordinates
b. implement change
c. improve time management
d. identify quality problems in the work
Answer: b.
3. Which was not found by most descriptive research on decision processes in organizations?
a. most major decisions are made in an orderly, rational manner

b. decision processes are prolonged for important decisions
c. decision processes are often affected by organizational politics
d. major decisions may involve a series of small, incremental choices
Answer: a.
4. Planning in organizations is usually:
a. formal and detailed

b. formal and flexible
c. informal and detailed
d. informal and flexible
Answer: d.
5. Which type of managerial role usually requires the most time and attention?
a. entrepreneur
b. spokesperson
c. disturbance handler
d. negotiator
Answer: c.

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6. Which of the following was not a recommendation for managers with regard to role
expectations?
a. understand the role expectations others have for them

b. influence the role expectations others have for them
c. disregard inconsistent role expectations others have for them
d. reconcile inconsistent role expectations others have for them
Answer: c.
7. According to Stewart, which of the following statements is not correct?
a. demands and constraints are essentially the same for most managerial jobs
b. managerial behavior is strongly influenced by demands and constraints
c. role conflicts are caused by incompatible demands from different people
d. demands and constraints depend in part on a manager’s perceptions
Answer: a.
8. In comparison to low-level managers, most top executives:
a. are more focused on solving immediate problems

b. are more autocratic in their decision making
c. have a stronger concern about efficiency
d. have a longer time perspective
Answer: d.
9. Managers in large units are most likely to:
a. use less delegation

b. use group decision making more often
c. spend more time planning and coordinating
d. provide more coaching
Answer: c.
10. In a crisis situation, effective leaders are likely to:
a. consult with subordinates

b. reduce their exposure
c. act more considerate
d. act more decisive
Answer: d.
11. The primary management function in the initial stage of the organizational life cycle is:
a. coordinating work activities

b. obtaining resources
c. increasing member motivation
d. improving efficiency
Answer: b.

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12. The descriptive research shows that effective managers are likely to:
a. carefully study each possible option before acting

b. experiment with innovative ideas and approaches
c. get authorization from the boss before taking any action
d. get all the concerned parties to agree before taking action
Answer: b.
13. To improve problem solving, it was recommended that managers should:
a. concentrate on solving the easy problems first

b. concentrate on solving the most difficult problems first
c. deal with a problem as soon as it is discovered
d. look for ways to solve related problems at the same time
Answer: d.
14. Which of the following was not mentioned as a reason for changes in managerial work?
a. human nature
b. globalization
c. cultural diversity of employees
d. communication technology
Answer: a.
15. Which of the following was not a recommendation for effective time management?
a. determine how much time is spent on different activities

b. eliminate activities that require a lot of time
c. plan daily and weekly activities
d. avoid procrastination
Answer: b.
16. Which of the following is not one of the recommended guidelines for time management by
leaders?
a. Analyze how you have been using your time

b. Determine the important objectives to be accomplished
c. Use multi-tasking to conduct important activities
d. Plan daily and weekly activities in advance
Answer: c.

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Chapter 3: Perspectives on Effective Leadership Behavior
1. Which of the following is not an example of clarifying behavior by a leader?
a. explain the reasons for an assignment

b. clearly explain what results are expected
c. ask the subordinate to set performance goals
d. explain the relative priority of different tasks
Answer: c.
2. Which of the following is not an example of supporting behavior?
a. clearly explain what the subordinate is expected to do

b. express confidence in a subordinate who has a difficult task
c. remember details about a subordinate’s interests and family
d. help a subordinate deal with a personal problem
Answer: a.
3. Supportive leadership is most likely to result in what outcome for subordinates?
a. stronger organizational commitment

b. stronger satisfaction with the leader
c. better coordination among subordinates
d. better performance by subordinates
Answer: b.
4. Which of the following is least likely to be an outcome of leader supporting behavior?
a. better time management for the leader

b. reduced stress for the subordinates
c. more cooperative leader-subordinate relationships
d. lower absenteeism and turnover by subordinates
Answer: a.
5. According to Blake and Mouton, effective leaders are most likely to have:
a. a high concern for the task and a moderate concern for relationships
b. a moderate concern for the task, and a high concern for relationships
c. a moderate concern for both the task and relationships
d. a high concern for both the task and relationships
Answer: d.

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6. Which is not a method for developing behavior taxonomies?
a. distributive aggregation
b. judgmental classification
c. factor analysis
d. theoretical-deductive approach
Answer: a.
7. Which of the following is not one of the three behavior meta-categories identified by
Yukl?
a. task-oriented
b. relations-oriented
c. process-oriented
d. change-oriented
Answer: c.
8. Which of the following is not primarily a change-oriented behavior?
a. communicating an inspiring vision for the organizational unit

b. monitoring the external environment
c. encouraging innovative thinking by subordinates
d. setting specific performance goals for subordinates
Answer: d.
9. Which type of behavior is least likely to occur with people outside the leader's work unit?
a. scanning
b. empowering
c. networking
d. representing
Answer: b.
10. Which of the following was not recommended as a guideline for managers?
a. use more planning to prepare for a long, complex task

b. provide more direction to people with independent work roles
c. be more supportive to people who have a stressful task
d. provide more direction and briefings when there is a crisis
Answer: b.
11. Which of the following was not provided as a guideline for developing subordinates?
a. provide constructive feedback about effective and ineffective behavior

b. ask specific questions to help the person analyze his or her performance
c. provide opportunities to learn from experience
d. provide detailed instructions on how to carry out each assignment

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Answer: d.
12. Which of the following guidelines for recognizing was recommended?
a. provide recognition only for outstanding performance

b. provide more recognition to people in essential, high-visibility jobs
c. actively look for effective behavior or contributions to recognize
d. give praise in private to avoid embarrassing the recipient
Answer: c.
13. Which of the following was provided as a guideline for monitoring?
a. measure only outcomes rather than wasting time trying to assess causal processes
b. develop independent sources of information about the performance of the work unit
c. use prior performance as the primary basis for assessing current performance
d. conduct weekly progress review meetings with each subordinate
Answer: b.
14. Which feature was not recommended as a guideline for setting performance goals?
a. set goals for every task and responsibility

b. set goals that are clear and specific
c. set goals that include a specific target date
d. set goals that are challenging but realistic
Answer: a.
15. Which of the following was not recommended as a guideline for coaching?
a. provide constructive feedback about effective and ineffective behavior

b. ask specific questions to help the person analyze his or her performance
c. encourage the person to look at a problem from different perspectives
d. provide detailed instructions on how to carry out each assignment
Answer: d.
16. Which of the following was not a suggested guideline for action planning?
a. Identify the optimal sequence for the essential action steps.

b. Determine starting times and deadlines for each action step.
c. Determine who will be accountable for each action step
d. Identify the best procedure for conducting each action step
Answer: d.

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Chapter 4: Leading Change in Organizations
1. Which of the following is least likely to be a reason for resistance by employees to a

proposal by top management to change the current strategy?
a. a climate of distrust in the organization

b. fear of losing status and power
c. cynicism about the feasibility of the change
d. resentment of external dependencies
Answer: d.
2. Which is least likely to be the reason for resistance to major changes in job content and
procedures by people who have been doing the job with moderate success for many years?
a. concern about their future job security in the organization

b. concern about not being able to adjust to the necessary changes
c. concern about the high cost to the organization of making the changes
d. a belief that the proposed changes are unnecessary
Answer: c.
3. Which of the following is part of Lewin’s model of organizational change?
a. refreezing
b. reinventing
c. reorganizing
b. revitalizing
Answer: a.
4. What is the initial stage in the multi-stage model of reaction to change?
a. anger
b. denial
c. mourning
d. regression
Answer: b.
5. A successful vision for an organization is most likely to include:
a. specific performance objectives with a clear deadline

b. a memorable slogan about the key value to be achieved
c. a list of tangible benefits that members can expect to receive
d. a vivid image of what can be achieved and why it is worthwhile
Answer: d.

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6. Which of the following is least desirable for a vision?
a. it should include detailed action steps

b. it should be clear and easy to understand
c. it should emphasize ideological objectives
d. it should be bold and ambitious
Answer: a.
7. Which of the following was not recommended when developing a vision for an organization?
a. rely on your knowledge about organization members as the primary source of

ideas for a vision
b. identify strategic objectives with wide appeal and use them as a source of
insights about shared values
c. ensure that the vision is compatible with core competencies in the organization
d. continually assess the feasibility of the vision and refine it as new
possibilities are discovered
Answer: a.
8. Which is most likely to be effective for implementing major change?
a. make followers feel responsible for failure of the old strategy

b. provide opportunities to experience early success in implementing change
c. emphasize the obstacles so followers will not become complacent
d. maintain control over sensitive information about new problems
Answer: b.
9. What is the recommended way to deal with someone in a key position who continues to
resist change and is likely to sabotage it?
a. ignore the resistance and try to work around the person

b. find a qualified replacement who supports the change
c. warn the person to stop resisting the change
d. keep asking the person to support the change
Answer: b.
10. Which approach is least likely to be useful when trying to implement a major change in an
organization?
a. include symbolic changes that will affect the daily activities of members
b. select a task force with the skills and values needed to implement the change
c. describe the changes as routine, incremental adjustments to avoid upsetting people
d. measure the effects of the change on people, processes, and performance
Answer: c.

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11. Which of the following was not recommended to facilitate acceptance and
successful implementation of a major change?
a. convince people that the change can be made without any difficulties or
inconvenience for them
b. use ceremonies and rituals to help people deal with the pain of giving up
familiar things they value
c. create a sense of urgency about the need for change by showing it will be
more costly not to change
d. demonstrate personal commitment to see the change through to the end,
regardless of temporary setbacks
Answer: a.
12. What is the best way to describe the essential processes in learning organizations?
a. acquisition of new knowledge by the organization

b. diffusion of new knowledge to people who can use it
c. application of new knowledge by members of the organization
d. acquisition, diffusion, and application of new knowledge
Answer: d
13. What term used to describe the process of learning how to make incremental improvements
in existing products, services, or processes?
a. exploration
b. extrapolation
c. exploitation
d. innovation
Answer: c.
14. Which of the following is most useful approach for developing a learning organization?
a. encourage employees to become specialists in functional areas

b. encourage systems thinking by all managers in the organization
c. create a reward system that fosters competition among employees
d. use imitation of competitors as the primary basis for innovation
Answer: b.
15. Which leadership action is least likely to increase flexibility and innovation in an
organization?
a. set challenging innovation goals for members

b. leverage learning from surprises and failures
c. ensure new knowledge is shared with other members
d. ensure that employees understand the formal policies

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Answer: d.
16. The type of organization culture most likely to facilitate long-term performance in a
turbulent environment would emphasize:
a. the need to improve short-term profits

b. the need for a powerful and visionary CEO
c. the need for flexibility and continuous learning
d. the need for consensus among organization members
Answer: c.

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Chapter 5: Participative Leadership and Empowerment
1. The decision procedure that provides a subordinate the most influence is:
a. consultation
b. joint decision-making
c. delegation
d. collaboration
Answer: c.
2. Which decision of the following procedures gives a leader the most control over the final
decision?
a. group decision made by a majority vote of members

b. delegation to the most qualified member of the group
c. consensus decision by all members of the group
d. consultation with some individuals in the group
Answer: d.
3. In the Vroom-Yetton model of decision participation, the rules for identifying appropriate
decision procedures are designed to protect:
a. the leader's responsibility and authority

b. the rationality of the decision
c. the right of people to be consulted about decisions affecting them
d. the quality of the decision and subordinate acceptance of it
Answer: d.
4. According to the Vroom-Yetton model, the leader should not use an autocratic decision
procedure when:
a. the decision is important and subordinates have relevant information

b. a decision is needed quickly to deal with an immediate crisis
c. subordinates are likely to disagree with each other about the best solution
d. subordinates trust the leader and respect his/her expertise
Answer: a.
5. What is the least important reason for delegating to subordinates?
a. develop subordinate skills and confidence

b. make subordinate jobs more interesting
c. ensure subordinates have enough work to do
d. increase subordinate commitment to a task
Answer: c.

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6. Substantial delegation is most likely to occur when:
a. the task is important for the work unit

b. the manager is confident and secure
c. subordinate jobs are highly interdependent
d. work procedures are highly standardized
Answer: b.
7. Decisions about what to delegate to a subordinate are most likely to be influenced by:
a. how much the subordinate wants the assignment

b. how much the manager is overloaded with extra work
c. how competent and trustworthy the subordinate is
d. how long the subordinate has worked for the manager
Answer: c.
8. Which of the following actions does not represent a significant form of delegation?
a. assign a larger number of routine tasks

b. increase discretion about how the work is done
c. increase authority to expend resources
d. reduce the frequency of required progress reports
Answer: a.
9. Which of the following is not likely to be a benefit from using delegation?
a. more development of the subordinate’s skills

b. less responsibility for an overloaded manager
c. increased commitment by the subordinate
d. more efficient time management for the manager
Answer: b.
10. Which is not a guideline for effective delegation?
a. delegate high priority tasks that are urgent

b. monitor progress in appropriate ways
c. inform others who need to know
d. make mistakes a learning experience
Answer: a.
11. Which of the following was not a guideline for how to delegate effectively?
a. specify the subordinate's scope of authority and limits of discretion

b. explain the new responsibilities and the expected results
c. arrange for the subordinate to receive relevant information
d. tell the subordinate to report any problems immediately
Answer: d.

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12. A manager should not delegate tasks that are:
a. symbolically important
b. tedious and unpleasant
c. complex and challenging
d. urgent but not important
Answer: a.
13. Which of the following was not recommended as a guideline for participative leadership?
a. look for ways to build on ideas and suggestions by subordinates

b. restate subordinate ideas and concerns to verify understanding
c. identify the best ideas and quickly dismiss any that have weaknesses
d. let subordinates know how their ideas and suggestions were eventually used
Answer: c.
14. Which is the following is a guideline for encouraging participation by subordinates in a

meeting to discuss a proposed change by a manager?
a. present the proposal and challenge subordinates to find any weaknesses

b. explain reasons why the proposal is better than any obvious alternatives
c. present the proposal as tentative and encourage subordinates to improve it
d. explain the reasons why top management is likely to approve the proposal
Answer: c.
15. What is the best way to summarize the findings in research on participative leadership?
a. participative leadership does not affect subordinate performance

b. the more participation a leader uses, the more satisfied subordinates will be
c. participative leadership substantially improves subordinate performance
d. the results are inconsistent and dependent on the situation
Answer: d.
16. Which of the following characteristics of the job or organization is most likely to be a
facilitating condition for the effectiveness of empowerment?
a. cultural values emphasizing reliable, efficient operations

b. repeated transactions in a continuing relationship with customers
c. a competitive strategy of low cost, standard product or service
d. a high degree of standardization and formalization
Answer: b.

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Chapter 6: Managerial Traits and Skills
1. What is the best conclusion about the traits of managers?
a. a very intelligent leader will be effective in any situation

b. a leader who is weak on any key trait will not be effective
c. some traits improve the chance of being effective, but their relative importance
depends on the situation
d. the trait approach fails to provide useful insights about the reasons for effective
leadership
Answer: c.
2. What is the most important motive for predicting who will seek leadership positions?
a. power
b. achievement
c. affiliation
d. esteem
Answer: a.
3. Which pattern of traits (from strongest to weakest) is best for managers in organizations?
a. power, affiliation, achievement

b. achievement, power, affiliation
c. power, achievement, affiliation
d. achievement, affiliation, power
Answer: c.
4. Effective managers are least likely to have which of the following traits?
a. emotional maturity
b. high need for affiliation
c. achievement orientation
d. internal locus of control orientation
Answer: b.
5. What is the most accurate conclusion about power motivation of managers?
a. most managers have a socialized power orientation

b. managers with a socialized power orientation are usually effective
c. managers with a socialized power orientation are more likely to be effective than
managers with a personalized power orientation

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d. managers with strong power motivation are usually effective, regardless of which type
of orientation they have
Answer: c.
6. A leader with a socialized power orientation is more likely to:
a. socialize with subordinates

b. ask subordinates to attend social events
c. clarify social objectives for subordinates
d. empower subordinates
Answer: d.
7. A very narcissistic leader is most likely to:
a. have empathy and concern for subordinates

b. perceive human relationships in complex terms
c. become preoccupied with power and prestige
d. seek objective advice from subordinates and peers
Answer: c.
8. Effective leaders are least likely to have a high score on which "big five" trait?
a. self confidence
b. conscientiousness
c. openness to experience
d. neuroticism
Answer: d.
9. It is better for a leader to have a moderately high level than a very high level of which trait or
skill?
a. self confidence
b. emotional maturity
c. social intelligence
d. interpersonal skill
Answer: a.
10. Research at CCL found that leaders who eventually derailed in their careers:
a. experienced a string of successes in their earlier managerial positions

b. developed many cooperative relationships in their earlier positions
c. had earlier experience in a variety of different of managerial positions
d. had earlier managerial positions that were very difficult and challenging
Answer: a.

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11. Research at CCL found that compared to managers who derailed in their career, managers
who continued to be successful had more:
a. ambition to succeed
b. interpersonal skill
c. formal education
d. technical brilliance
Answer: b.
12. Social perceptiveness and behavioral flexibility are key components of:
a. interpersonal awareness
b. vocational intelligence
c. situational awareness
d. social intelligence
Answer: d.
13. Which conclusion best describes how CEO skills are related to organization performance?
a. the essential CEO skills are the same for all types of organizations
b. CEO skills are not related significantly to company performance
c. the essential skills for a CEO are the same as for other types of leaders
d. the most important skills depend on several aspects of the situation
Answer: d.
14. In comparison to low-level supervisors, top executives usually need more:
a. conceptual skills
b. technical skills
c. interpersonal skills
d. processing skills
Answer: a.
15. Which statement about technical skills is most accurate"
a. they are most important for top executives

b. they are most important for middle managers
c. they are most important for lower level managers
d. they are equally important for managers at all levels
Answer: c.
16. Which of the following was not presented as a guideline for career planning?

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a. seek information about your strengths and weaknesses and learn from feedback
b. display strengths and hide weaknesses to build an image of superior competence
c. take advantage of opportunities to develop relevant skills that are deficient
d. select and empower subordinates who have strengths that complement yours
Answer: b.

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Chapter 7: Contingency Theories of Effective Leadership
1. The primary explanatory process in Path-goal Theory of leadership is:
a. the influence of leader expectations on subordinate behavior

b. the influence of leader expectations on subordinate expectations
c. the influence of leader behavior on subordinate expectations
d. the influence of leader behavior on group processes
Answer: c.
2. According to Path-goal theory, supportive leadership contributes most to subordinate

satisfaction and motivation when the task is:
a. tedious and stressful

b. important and meaningful
c. complex and variable
d. interesting and enjoyable
Answer: a.
3. According to Path-Goal Theory, directive leadership is most effective when:
a. the task is simple and repetitive

b. work roles are ambiguous
c. the task is tedious and stressful
d. work roles are independent
Answer: b.
4. According to Kerr and Jermier, leadership is least important when:
a. there are few substitutes and neutralizers

b. there are few substitutes and many neutralizers
c. there are many substitutes and few neutralizers
d. there are many substitutes and neutralizers
Answer: c.
5. According to Leader Substitutes Theory:
a. effective leaders find capable substitutes to replace subordinates who lack

appropriate skills or motivation
b. effective leaders find capable substitutes to fill in for them when they must
be absent from the work unit
c. hierarchical leadership is less important when new strategies can be
substituted for obsolete ones
d. hierarchical leadership is less important when many substitutes are
present in the situation
Answer: d.

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6. According to Cognitive Resources Theory, there is less likely to be a relation between

intelligence and leader effectiveness when:
a. there is a high level of interpersonal stress

b. the task is complex and unstructured
c. the leader has little prior experience with the task
d. the task requires frequent problem solving
Answer: a.
7. According to Cognitive Resource Theory, what is the best predictor of leader success when
there is high interpersonal stress?
a. leader experience
b. leader intelligence
c. leader stress tolerance
d. leader power
Answer: a.
8. A leader with a high LPC score will perform best when the situation is:
a. very favorable
b. moderately favorable
c. unfavorable
d. either very favorable or unfavorable
Answer: b.
9. What is the major situational variable in Hersey and Blanchard’s leadership theory?
a. leader maturity
b. subordinate maturity
c. task structure
d. subordinate role interdependence
Answer: b.
10. According to the Multiple Linkage Model, short-term group effectiveness depends primarily
on what the leader does to:
a. maximize the task commitment of subordinates

b. improve planning and coordination of operations
c. correct any deficiencies in intervening variables
d. remove organizational constraints
Answer: c.

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11. In the Multiple Linkage Model, long-term group effectiveness depends primarily on:
a. the leader's interpersonal skills

b. the leader's technical skills
c. the leader's ability to gain more power over subordinates
d. the leader's ability to make the situation more favorable
Answer: d.
12. Which contingency theory uses specific leadership behaviors rather than broad meta-categories?
a. path-goal theory
b. LPC contingency theory
c. substitutes for leadership
d. multiple linkage model
Answer: d.
13. Which of the following was not a suggested guideline for adaptive leadership?
a. use more planning to prepare for a long, complex task

b. provide more direction to people with independent work roles
c. be more supportive to people who have a stressful task
d. provide more direction and briefings when there is a crisis
Answer: b.
14. Which of the following was a suggested guideline for adaptive leadership?
a. make contingency plans to prepare for any possible problems

b. hold more meetings to involve people when a crisis occurs
c. maintain a high level of situational awareness
d. rely on previously effective practices
Answer: c.
15. Which of the following actions by a manager is least useful for improving coordination with
other departments in the organization?
a. keep managers in other units informed about changes

b. closely monitor interactions with other units
c. meet with peers in other units to jointly plan schedules
d. provide more direction of work unit activities
Answer: d.
16. Which of the following was not identified as a weakness of most contingency theories of
effective leadership?
a. over-emphasis on broad categories of leadership behavior

b. inadequate explanation of causal relationships
c. failure to clearly distinguish moderators from mediators

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d. over-emphasis on joint effects of situational variables

Answer: d.
Chapter 8: Power and Influence
1. What kind of power is dependent upon friendship and trust?
a. affiliation power
b. dyadic power
c. expert power
d. referent power
Answer: d.
2. Which two kinds of power have been found to be related most strongly to leader
effectiveness in motivating subordinates?
a. expert and legitimate power

b. reward and referent power
c. expert and referent power
d. reward and expert power
Answer: c.
3. Control over access to information is a source of power over:
a. subordinates
b. subordinates and peers
c. peers and superiors
d. peers, superiors, and subordinates
Answer: d.
4. Referent power is most likely to result in which type of influence process?
a. internalization
b. personal identification
c. instrumental compliance
d. collective identification
Answer: b.
5. Which of the following is not an example of resistance to an influence attempt?
a. carry out the request with only the minimum necessary effort
b. delay taking action to see if the agent is serious about the request
c. tell the agent why you are too busy now to carry out the request
d. appeal to a higher authority to rescind or change the request
Answer: a.

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6. Use of legitimate power by leaders is most likely to result in which outcome?
a. resistance
b. compliance
c. commitment
d. confusion
Answer: b.
7. The status and influence accorded an emergent leader depends primarily on:
a. the leader’s social popularity among the members

b. the leader’s control over rewards desired by group members
c. the leader’s seniority among group members
d. the leader’s demonstrated competence and loyalty
Answer: d.
8. Which statement about institutionalization in organizations is most accurate?
a. it describes how subunits with unique expertise gain power in organizations

b. it facilitates an organization's to adaptation to a changing environment
c. it describes how power is used to enhance or protect that power
d. it demonstrates why political tactics are unnecessary to maintain power
Answer: c.
9. Explaining why a proposed activity would be good for the target person is an example of
which tactic?
a. rational persuasion
b. apprising
c. exchange
d. collaboration
Answer: b.
10. Which influence tactic is used most frequently in organizations?
a. consultation
b. rational persuasion
c. exchange
d. pressure
Answer: b.

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11. Which tactic is more likely to be used in a follow-up influence attempt than in an initial
influence attempt?
a. ingratiation
b. consultation
c. personal appeal
d. pressure
Answer: d.
12. Which influence tactic is used more often in attempts to influence superiors than in
attempts to influence subordinates?
a. pressure
b. coalition
c. exchange
d. legitimating
Answer: b.
13. Which influence tactic is most likely to result in target commitment?
a. consultation
b. exchange
c. personal appeal
d. ingratiation
Answer: a.
14. Which influence tactic is least likely to result in target commitment?
a. exchange
b. rational persuasion
c. collaboration
d. inspirational appeals
Answer: a.
15. Which influence tactic is most dependent on the agent’s reward power?
a. rational persuasion
b. legitimating
c. exchange
d. apprising
Answer: c.

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16. Strong expert power is most likely to enhance the effectiveness of which tactic?
a. inspirational appeals
b. consultation
c. rational persuasion
d. legitimating
Answer: c.

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Chapter 9: Dyadic and Follower-based Models of Leadership
1. The research on LMX shows that effective leaders:
a. avoid exchange relationships with their subordinates

b. have high quality exchange relationships with a few subordinates
c. have an equal number of high and low exchange relationships
d. have high quality exchange relationships with most subordinates
Answer: d.
2. When there is a high LMX relationship, the leader is more likely to:
a. give the subordinate easy assignments to do

b. monitor the subordinate's performance frequently
c. understand the subordinate’s problems and needs
d. provide detailed instructions to the subordinate
Answer: c.
3. Which was not found in the research on leader-member exchange?
a. the LMX relationship with a subordinate continued to improve each year

b. leaders gave more benefits to high LMX subordinates than to low LMX subordinates
c. high LMX subordinates performed better than low LMX subordinates
d. leaders delegated more to high LMX subordinates than to low LMX subordinates
Answer: a.
4. A special exchange relationship with some subordinates least likely to occur when:
a. the leader has little expertise in how to do the work

b. the leader is overloaded with duties and responsibilities
c. the leader has many immediate subordinates
d. the leader has an unfavorable relationship with superiors
Answer: d.
5. Research on attributions shows that most people:
a. overestimate the effect leaders have on organizational performance

b. underestimate the effect leaders have on organizational performance
c. accurately assess a leader’s impact on organization performance
d. have no opinion about the effect of leaders on organizational performance
Answer: a.

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6. When is a leader most likely to be viewed as highly effective?
a. the leader makes major changes in strategy, and performance slowly improves
b. the leader makes major changes in strategy, and performance rapidly improves
c. the leader makes small changes in strategy, and performance slowly improves
d. the leader makes no changes in strategy, and performance remains high
Answer: b.
7. Which statement about implicit leadership theories is not accurate?
a. implicit theories influence a person’s evaluation of leaders

b. implicit theories usually involve assumptions about effective leadership
c. implicit theories can result in biased ratings of a leader’s behavior
d. implicit theories are seldom found in people who are intelligen
Answer: d.
8. Studies on how managers perceive poor performance by a subordinate find that they are
most likely to:
a. attribute the cause to external factors such as insufficient resources

b. attribute the cause to internal factors such as motivation or ability
c. attribute the cause to bad luck or random, unpredictable events
d. make an accurate assessment of the cause of poor performance
Answer: b.
9. How are managers most likely to interpret the reasons for effective performance?
a. internal attributions are made for effective performance by subordinates

b. external attributions are made for effective performance by subordinates
c. internal attributions are made for high LMX members and external attributions are
made for low LMX members
d. external attributions are made for high LMX members and internal attributions are
made for low LMX members
Answer: c.
10. After a manager makes an external attribution for weak performance by a subordinate, what
is the least likely response by the manager?
a. provide more resources

b. increase incentives
c. remove obstacles
d. simplify the task
Answer: b.

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11. Which of the following is a recommended guideline for correcting a subordinate’s

performance deficiencies?
a. explain that the subordinate needs to become more motivated to succeed

b. warn the subordinate not to be defensive when receiving negative feedback
c. threaten to fire the subordinate unless performance quickly improves
d. explain why the subordinate’s behavior is causing problems for others
Answer: d.
12. In a meeting to deal with poor performance by a subordinate, the leader should:
a. ask the subordinate to suggest remedies

b. tell the subordinate what must be done
c. refer to formal rules and work procedures
d. have the subordinate ask coworkers for advice
Answer: a.
13. An employee who volunteers to stay late and do extra work is using which form of
impression management?
a. ingratiation
b. self promotion
c. exemplification
d. modeling
Answer: c.
14. What is not one of the impression management tactics described in the chapter?
a. exemplification
b. supplication
c. intimidation
d. self promotion
Answer: b.
15. Which of the following is a cognitive strategy for self management?
a. positive self talk

b. self monitoring
c. cue modification
d. self reward
Answer: a.
16. Which of the following is a suggested guideline for followers?
a. point out when a leader is being defensive about suggestions

b. get approval from the boss before taking action to resolve problems

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c. verify the accuracy of information you provide to the leader

d. follow rules and standard procedures to avoid any blame for problems
Answer: c.
Chapter 10: Leadership in Teams and Decision Groups
1. Which of the following was not mentioned as a primary determinant of performance for a
functional team?
a. how long the current leader has been in that position

b. trust and cooperation among the team members
c. the organization and coordination of activities
d. member agreement about objectives and strategies
Answer: a.
2. Which of the following was not mentioned as a reason for high team performance?
a. high collective efficacy for team members

b. diverse mental models for team members
c. collective identification of members with the team
d. high level of member skills relevant to the task
Answer: b.
3. The greatest amount of shared leadership is likely to be found in:
a. a self-managed operational team

b. a quality circle
c. a cross-functional project team
d. a virtual team
Answer: a.
4. Which type of team is most likely to be given the task of designing a new product and
bringing it into production?
a. traditional work team

b. self-managed operational team
c. cross-functional project team
d. quality circle
Answer: c.
5. Which is not likely to improve the effectiveness of a self-managed team?
a. let members share in financial gains from improved performance

b. change the membership frequently to give the team fresh ideas
c. provide accurate, timely information relevant to team activities
d. give members training in interpersonal and problem solving skills
Answer: b.

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6. Which type of activity is least likely to be delegated to a self-managed team?
a. evaluating each team member’s task performance

b. determining strategic objectives and priorities
c. determining the work procedures to be used by the team
d. determining which team member will carry out each task
Answer: b.
7. Members are most likely to experience role conflict and divided loyalties:
a. in a cross-functional project team

b. in a self-managed operational team
c. in a traditional work team
d. in a team with a new leader
Answer: a.
8. What is the most useful role for the external leader of a self-managed team?
a. select new members of the group when they are needed

b. mediate internal conflicts and encourage cooperation
c. monitor the group to ensure it does not become a social club
d. serve as a coach, facilitator, and advocate for the group
Answer: d.
9. What was found in research on the effectiveness of self-managed teams?
a. productivity and quality improved substantially

b. organizational commitment usually increased
c. turnover and absenteeism were usually lower
d. the results were not consistent across studies
Answer: d.
10. Which process is most likely to occur in an after-activity review?
a. determination of responsibility for errors and mistakes

b. recognition of members for their contributions to the team
c. analysis of what was done well and what needs to be changed
d. selection of the most qualified team leader for the next activity
Answer: c.
11. Which of the following is least likely to build collective identification and mutual trust
among team members?

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a. emphasize common interests and shared objectives

b. encourage and facilitate social interaction among members
c. use more rewards that are contingent on individual performance
d. use ceremonies and rituals to emphasize shared values and achievements
Answer: c.
12. Which process was not a suggested method for team building?
a. keep members informed about the group's achievements

b. use symbols and slogans to create a unique identity for the team
c. conduct sessions to analyze group processes that need improvement
d. ask members to elect an informal leader to represent the team
Answer: d.
13. The primary responsibility of the leader of a decision group is to:
a. suggest good ideas for solving the problem

b. ensure that everybody has equal influence
c. encourage group members to reach an agreement quickly
d. structure the discussion in a systematic manner
Answer: d.
14. Which of the following is a task-oriented leadership function in decision groups?
a. supporting
b. process analyzing
c. summarizing
d. harmonizing
Answer: c.
15. Which leader action is most likely to improve a group decision?
a. ask judgmental questions to stimulate more creative solutions

b. separate solution generation from solution evaluation
c. identify someone who is responsible for causing the problem
d. insist that the person who suggests a solution must defend it
Answer: b.
16. Which of the following was not recommended for leaders of decision groups?
a. focus the group discussion on the best two solutions

b. encourage members to look for integrative solutions
c. describe the problem without implying the cause or solution
d. allow ample time for systematic evaluation of ideas
Answer: a.

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Chapter 11: Strategic Leadership by Top Executives
1. Which condition is not likely to limit a chief executive’s discretion to make major changes in
the strategy of an organization?
a. the organization has a few major clients who account for most sales
b. the organization has ample financial reserves
c. the culture of the organization is strong
d. the organization has a strong board of directors
Answer: b.
2. Research finds that major changes in companies are usually initiated by:
a. a strong chief executive who has occupied the position for many years
b. an internal successor selected by the prior chief executive before retiring
c. an internal successor selected to replace the prior CEO who was forced out
d. an external successor brought in to replace a CEO who was forced out
Answer: d.
3. When an organization has declining performance, a CEO who has been in office for many
years is least likely to:
a. look for ways to improve implementation of the existing strategy

b. make small, incremental changes in the strategy
c. give a pep talk and urge people to redouble their effort
d. make major changes in the organization’s strategy
Answer: d.
4. What is the best summary of findings in research on leadership succession?
a. chief executives have little influence on organization performance due to the

overwhelming influence of economic and market conditions
b. chief executives have a strong impact on organization performance and are the primary
determinant of whether the organization prospers or declines
c. chief executives have a moderate impact on organizational performance when measured
over a period of several years
d. chief executives influence stock prices but have little or no influence on the firm’s
actual economic performance
Answer: c.
5. According to Schein, organization culture is best described as:
a. basic values and beliefs shared by members of the organization

b. member perception of the primary mission of the organization
c. the values and objectives espoused by the top executives
d. member commitment to the organizational objectives
Answer: a.

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6. How is a strong organizational culture related to the financial performance of an

organization?
a. performance is enhanced
b. performance is reduced
c. performance may be enhanced or reduced
d. there is little impact on performance
Answer: c.
7. Which is not a core performance determinant for an organization in the flexible leadership
theory?
a. efficiency and process reliability

b. leader experience and intelligence
c. human resources and relations
d. innovation and adaptation
Answer: b.
8. According to the flexible leadership theory, the CEO of an organization should:
a. focus primarily on short-term objectives such as quarterly profits

b. provide heroic, charismatic leadership for the organization
c. coordinate leadership processes across levels and subunits
d. emphasize direct behaviors more than management programs and systems
Answer: c.
9. According to flexible leadership theory, strategic leadership is most difficult when:
a. adaptation is more important than the other performance determinants

b. efficiency is more important than the other performance determinants
c. the performance determinants are all very important
d. the performance determinants all differ in importance
Answer: c.
10. Which guideline about management programs and systems is most consistent with flexible
leadership theory?
a. programs and systems should be used to reduce the number of individual managers that
are needed
b. a program or system should not be used if more than one performance determinant
will be affected
c. a program or system should not duplicate the effects of direct behavior by individual
managers
d. programs and systems should be supported by the direct behavior of individual
managers
Answer: d.

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11. In what situation are executive teams least likely to be useful?
a. the organization includes several business units with diverse products

b. there is intense competition among executives to become the next CEO
c. the organization has a complex and turbulent environment
d. the executives in the team have very diverse backgrounds and perspectives
Answer: b.
12. Which of the following actions by the CEO is not likely to improve the effectiveness of an
executive team?
a. clearly define objectives consistent with shared values of team members

b. eliminate most meetings and use email to communicate separately with individuals
c. give the team considerable discretion but specify limits of team authority
d. rely more on advice from members with the most expertise
Answer: b.
13. Which of the following theories most strongly emphasizes the importance of emergent
processes for the adaptation of organizations to their environment?
a. complexity leadership theory

b. relational leadership theory
c. informal leadership theory
d. distributed leadership theory
Answer: a.
14. When the competition is intense and the environment is changing rapidly, it is especially
important to:
a. have detailed plans and operating procedures

b. increase the power of the chief executive
c. maintain a high level of external monitoring
d. strengthen the organization culture
Answer: c.
15. Which of the following was not given as a guideline for external monitoring?
a. examine a wide range of developments and trends in the environment

b. make an extra effort to learn what clients and customers want and need
c. identify both the strengths and weaknesses of competing products
d. rely primarily on your own intuition to analyze the environment
Answer: d.
16. Which condition is least important for the success of a new strategy?
a. it is similar to a strategy that was previously successful
b. it is based on the core competencies of the organization
c. it is compatible with significant changes in the external environment

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d. it has a few clear themes relevant to the shared values of the members
Answer: a.
Chapter 12: Charismatic and Transformational Leadership
1. Charismatic leadership is best understood by examining:
a. leader characteristics such as traits and behavior

b. leader and subordinate characteristics
c. leader and situational characteristics
d. leader, subordinate, and situational characteristics
Answer: d.
2. Which of the following influence processes is least important in theories of charismatic

leadership?
a. instrumental compliance
b. personal identification
c. social identification
d. internalization
Answer: a.
3. Which is not an important behavior in the attribution theory of charismatic leadership?
a. developing subordinate skills

b. acting in unconventional ways
c. making self sacrifices to achieve the vision
a. expressing optimism about the future
Answer: a.
4. According to Conger and Kanungo, attributions of charisma are least likely for a leader who:
a. creates dissatisfaction with current conditions

b. makes personal sacrifices to achieve the vision
c. acts in conventional ways to achieve the vision
d. recognizes opportunities to make successful changes
Answer: c.
5. According to Shamir, the vision articulated by charismatic leaders emphasizes:
a. specific, challenging performance objectives

b. tangible benefits that justify exceptional follower effort
c. symbolic and expressive aspects of the work itself
d. factual evidence about the feasibility of the objectives
Answer: c.

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6. Descriptive research on narcissistic charismatics found that they are most likely to:
a take the time to guide and facilitate the implementation of their vision in
the organization
b. press ahead in a persistent quest to attain their vision despite setbacks or
negative evidence
c. give recognition to followers who make important contributions to the
attainment of the vision
d. plan carefully for a successor qualified to protect the vision after the leader departs
Answer: b.
7. Which of the following is not likely to be a negative consequence for a charismatic leader?
a. overconfidence and risky decisions result in poor outcomes

b. excessive empowerment of followers creates confusion
c. power is misused by the leader to gain personal benefits
d. polarization and conflict occurs among organization members
Answer: b.
8. What conclusion is best supported in the case study by Roberts of a school administrator?
a. followers attribute charisma to a new leader who uses unconventional

behavior and enthusiastic visioning to deal successfully with a crisis
b. followers attribute charisma to a new leader who uses an unconventional
approach in a crisis, regardless of the outcome
c. followers attribute charisma to a new leader who uses unconventional
behavior and enthusiastic visioning, regardless of whether there is a crisis
d. charisma is unlikely to be attributed to any new leader in a highly
bureaucratic organization, regardless of the situation
Answer: a.
9. Which of the following is not a transformational behavior according to Bass?
a. individualized consideration
b. intellectual stimulation
c. contingent reward behavior
d. inspirational motivation
Answer: c.
10. According to Bass, effective transformational leaders:
a. select subordinates who will be loyal and uncritical

b. challenge strongly held values of followers to get their attention
c. delegate most decisions to individuals or self-managed teams

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d. use a combination of transformational and transactional behaviors

Answer: d.
11. Which statement about transformational and charismatic leadership is most accurate?
a. both types of leadership involve the same underlying processes

b. both type of leadership are effective in any situation
c. charismatic leaders are more effective in business organizations
d. charismatic leaders are less common in business organizations
Answer: d.
12. Most theories of charismatic and transformational leadership:

a. emphasize rational processes more than emotional processes
b. emphasize emotional processes more than rational processes
c. give equal attention to rational and emotional processes
d. describe emotional processes and ignore rational processes
Answer: b.

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13. Which statement comparing transformational and charismatic leadership is most accurate?
a. personal identification is more important in transformational leadership

b. situational variables are less important for charismatic leadership
c. leader articulation of an appealing vision is important in both theories
d. there are no important differences between the two types of leadership
Answer: c.
14. Personal identification with the leader:
a. is equally important for transformational and charismatic leadership

b. is not important for either transformational or charismatic leadership
c. is more important for transformational leadership than for charismatic leadership
d. is more important for charismatic leadership than for transformational leadership
Answer: d.
15. Which is not a recommended guideline for transformational leadership?
a. ask followers to trust the leader's exceptional ability

b. act confident and optimistic when setbacks occur
c. lead by example to model effective behavior
b. use dramatic, symbolic actions to emphasize key values
Answer: a.
16. Which was a suggested guideline for communicating a vision?
a. set a concrete deadline for attaining key aspects of the vision

b. explain in a general way how the vision can be attained
c. remind followers about difficult obstacles to be overcome
d. offer incentives to motivate follower commitment to the vision
Answer: b.

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Chapter 13: Ethical, Servant, Spiritual, and Authentic Leadership
1. According to Burns, transforming leaders are most likely to appeal to:
a. fairness and reciprocity

b. economic self interest
c. respect for rules and tradition
d. ideals and moral values
Answer: d.
2. Unethical behavior is less likely for a leader with:
a. a personalized power orientation

b. an internal locus of control orientation
c. low conscientiousness
d. high narcissism
Answer: b.
3. Which condition is most likely to encourage ethical behavior in organizations?
a. strong emphasis on individual productivity

b. cultural values for obedience to authority
c. intense competition for valued rewards
d. cultural values for individual responsibility
Answer: d.
4. What is the most important indictor of personal integrity in the theories of ethical leadership?
a. leader values are consistent with follower values

b. leader behavior is consistent with follower values
c. leader behavior is consistent with the leader's espoused values
d. the leader's espoused values are consistent with cultural norms
Answer: c.
5. Ethical behavior is more likely to occur when the dominant concern for the leader is:
a. complying with the organization's formal rules and policies

b. avoiding negative consequences for the person's career
c. acting consistent with internal values and ethical beliefs
d. carrying out role expectations for the leadership position
Answer: a.

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6. Which is not a major obstacle in evaluating ethical leadership for individual leaders?
a. lack of interest in ethical leadership among scholars

b. difficulty in determining if the ends justifies the means
c. cultural differences in standards of ethical behavior
d. the subjectivity inherent in the selection of criteria
Answer: a.
7. Ethical behavior and integrity for a leader is most likely to result in:
a. higher unit performance

b. higher ratings for the leader by bosses
c. less stress for the leader
d. higher subordinate satisfaction and trust
Answer: d.
8. What is emphasized more in ethical leadership theories than in transformational leadership?
a. leader behaviors
b. leader values
c. leader skills
d. leader traits
Answer: b.
9. Which type of value is not emphasized in theories of ethical leadership?
a. altruism
b. hedonism
c. optimism
d. empathy
Answer: b.
10. Which theory emphasizes the importance for leaders of helping people satisfy their dual needs
for fellowship and transcendence?
a. authentic leadership
b. transforming leadership
c. servant leadership
d. spiritual leadership
Answer: d.
11. Which theory has the most emphasis on the responsibility of leaders to oppose social
injustice and inequality?
a. transformational leadership
b. authentic leadership
c. servant leadership

45
d. transforming leadership
Answer: c.
12. Which theory includes the largest number of influence processes and follower characteristics?
a. transforming leadership
b. authentic leadership
c. spiritual leadership
d. servant leadership
Answer: b.
13. Which of the following theories has the most emphasis on improving subordinate
performance?
a. authentic leadership
b. transforming leadership
c. transformational leadership
d. servant leadership
Answer: c.
14. Which of the following was not a recommendation for ethical leadership behavior?
a. stay neutral in political conflicts involving ethical issues

b. set an example of ethical behavior in your own actions
c. initiate discussions among followers about ethics and integrity
d. encourage and recognize ethical behavior by followers
Answer: a.
15. What is the most appropriate strategy for a leader when there is a decision that involves a
conflict among the interests of different stakeholders?
a. help the weaker party get what it needs

b. suggest an equal division of the benefits
c. help the parties find an integrative solution
d. play the stakeholders off against each other
Answer: c.
16. What statement about leader influence on the ethical behavior of followers is not accurate?
a. leaders have very little influence on follower ethical behavior

b. leaders can influence it by setting an example in their own behavior
c. leaders can influence it with clear standards and guidelines for ethical behavior
d. leaders can influence it with performance appraisal criteria and rewards
Answer: a.

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Chapter 14: Gender, Diversity, and Cross-cultural Leadership
1. What was not mentioned as an important question in the cross-cultural research on

leadership?
a. differences in beliefs about the essential characteristics of effective leaders

b. differences in how much a type of leadership behavior is used in each country
c. differences in beliefs about the importance of leadership for organizations
d. differences in the effects of leader behaviors on follower attitudes and motivation
Answer: c.
2. What is the name of the most extensive research program on cross-cultural leadership?
a. effective leadership across nations (ELAN)

b. global leadership in different environments (GLIDE)
c. leadership effectiveness across different societies (LEADS)
d. global leadership and organizational behavior effectiveness (GLOBE)
Answer: d.
3. Which description of cross-cultural research on leadership is most accurate?
a. new methods of cross-cultural research provide clear, consistent results

b. the research found that there is little similarity of leadership across cultures
c. methodological problems make the interpretation of results very difficult
d. the results show most leadership theories are equally valid across cultures
Answer: c.
4. Which of the following is least likely to be a source of difficulties in cross-cultural

research on leadership?
a. reluctance of people in some cultures to participate in the research

b. lack of equivalent meaning for measures used in different cultures
c. cultural response biases for rating forms and questionnaires
d. confounding of national culture with other situational variables
Answer: a.
5. What is the most accurate description of culture clusters?
a. values that cluster together in the same culture

b. values that cluster together in all cultures
c. religions with a similar set of values
d. countries with a similar set of values
Answer: d.

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6. Which value was not regarded as important for effective leadership in all the cultures that
were studied?
a. compassionate
b. dependable
c. visionary
d. honest
Answer: a.
7. Which attribute was considered important for leaders in all of the cultures that were studied?
a. ambitious
b. humble
c. self sacrificing
d. decisive
Answer: d.
8. Participative leadership is most likely to be effective in a culture with:
a. high collectivism
b. low power distance
c. high gender egalitarianism
d. low performance orientation
Answer: b.
9. Which cultural value dimension is most likely to encourage rapid economic development?
a. high performance emphasis

b. high uncertainty avoidance
c. high humane orientation
d. high power distance
Answer: a.
10. Detailed plans and formal procedures are most likely to be found in a culture with:
a. high performance emphasis

b. high uncertainty avoidance
c. high collectivism
d. high gender egalitarianism
Answer: b.
11. Which statement is most accurate according to the research on gender and leadership?
a. men are more effective than women as leaders in organizations

b. women are more effective than men as leaders in organizations
c. men and women do not differ much in their effectiveness as leaders
d. few studies have compared the effectiveness of men and women leaders

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Answer: c.
12. Which is least likely to be a reason for the “glass ceiling” in large organizations?
a. differences in leadership behavior displayed by men and women

b. implicit theories about the attributes required for effective leadership
c. popular stereotypes about the skills and traits of men and women
d. less encouragement and developmental opportunities for women
Answer: a.
13. Which was recommended as a guideline for managing diversity in organizations?
a. disseminate evidence to support popular stereotypes

b. insist on tolerance of any differences in cultural values
c. defend the right of people to choose their own team members
d. explain the benefits of diversity for the team or organization
Answer: d.
14. Which of the following was not mentioned as a promising method to improve equal
opportunity in organizations?
a. train assessors to avoid the effects of gender role stereotypes

b. ensure that relevant criteria are used for promotion decisions
c. offer women mentoring programs that are designed for them
d. select managers randomly from a list of qualified candidates
Answer: d.
15. Which of the following was not suggested as a mechanism for reducing discrimination and
intolerance in an organization?
a. appraisal criteria that consider diversity issues and provide equal opportunity
b. advisory committees to identify discrimination or intolerance and develop remedies
c. quotas to ensure each minority group is equally represented in leadership positions
d. hotlines for employees to report incidents of discrimination and intolerance
Answer: c.
16. Which feature is the least desirable for a diversity program?
a. help people gain a better self awareness about stereotyping and intolerance
b. help people understand why they are responsible for discrimination
c. help people understand and appreciate ethnic and cultural differences
d. help people understand the benefits of diversity for an organization
Answer: b.

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Chapter 15: Developing Leadership Skills
1. Training programs to enhance leadership skills:
a. are seldom used for effective managers

b. are used mostly for department supervisors
c. are used mostly for top executives in large organizations
d. are widely used for managers in organizations
Answer: d.
2. Which approach for leadership development is used most often by organizations?
a. behavior feedback workshops

b. formal training programs
c. formal mentoring programs
d. special assignments
Answer: b.
3. Which was not found in most studies on leadership training in organizations?
a. training is usually focused on improving skills rather than on changing personality traits
or values
b. most organizations systematically assess their leadership training activities to ensure they
are cost effective
c. training is usually focused more on skills needed for the current job than on skills needed
for a future job
d. organizations prefer to send managers to workshops or external short courses rather than
to degree programs
Answer: b.
4. Which of the following was not recommended in the design of effective training?
a. provide clear and specific learning objectives

b. sequence content from complex to simple ideas
c. allow an opportunity to practice learned skills
d. provide specific feedback about progress
Answer: b.
5. Which of the following was not a suggested guideline for effective training?
a. use concrete examples, diagrams, and mnemonics in explanations

b. relate training objectives to the person’s interests and career ambitions
c. begin with complex material that requires trainees to stay focused
d. allow ample opportunity for active practice with relevant feedback
Answer: c.

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6. Research on the way managers acquire leadership skills find that:
a. formal training is integrated effectively with developmental activities

b. classroom training results in more learning than special assignments
c. decisions about job assignments consider developmental objectives
d. learning from experience is an important source of leadership skills
Answer: d.
7. Research at CCL indicates that the least amount of learning occurred for managers who had:
a. assignments for which they were already well prepared

b. challenges they had to face alone without much help
c. opportunities to make mistakes and understand the reasons for them
d. diverse experiences with different types of challenges
Answer: a.
8. Which of the following statements about learning from feedback is least likely to be true
for top executives?
a. the realization that they have made it to the top causes executives to
become less defensive and more open to feedback
b. top executives tend to become isolated from most people except other
executives who cannot provide much useful feedback
c. most executives receive much praise but little constructive criticism from
their subordinates
d. feelings of confidence and superiority cause many executives to ignore or
discount negative feedback
Answer: a.
9. The research on consequences of mentoring indicates that:
a. benefits occur only for the person receiving mentoring

b. benefits occur only for the person providing mentoring
c. both the mentor and the person receiving mentoring get benefits from it
d. neither the mentor or the person receiving mentoring get much benefit from it
Answer: c.
10. Which developmental method provides the most varied and intensive feedback to managers
about their traits, skills, and behavior?
a. mentoring programs
b. multisource feedback workshops
c. business game simulations
d. developmental assessment centers
Answer: d.

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11. In most behavior feedback workshops for management development, the primary source of
information about a manager’s behavior is:
a. other managers in the workshop who fill out a checklist

b. observers who record the person’s behavior during a simulation
c. observation of a videotape taken of the manager doing regular work
d. questionnaires filled out by people with whom the manager works
Answer: d.
12. Which of the following is not likely to be an advantage of executive coaching over formal
training courses?
a. expense
b. confidentiality
c. effectiveness
d. flexibility
Answer: a.
13. Which two types of benefits were identified as likely outcomes of mentoring for the person
who is being mentored?
a. psycho-social benefits and transcendence

b. career facilitation and self awareness
c. career facilitation and psycho-social benefits
d. self awareness and psycho-social benefits
Answer: c.
14. Which developmental method is most useful for helping managers to understand their inner
feelings and values?
a. mentoring programs
b. developmental assignments
c. personal growth programs
d. multisource feedback workshops
Answer: c.
15. Which of the following was not recommended for an integrated approach to management
development in companies?
a. align development with succession planning

b. use currently popular training programs
c. use mutually consistent developmental activities
d. strengthen cultural values for personal development
Answer: b.

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16. Which of the following is not a recommended guideline for self-development of leadership
skills?
a. seek relevant feedback from other people

b. look for easy answers to developmental needs
c. increase self monitoring of behavior
d. develop a personal vision of career objectives
Answer: b.

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Chapter 16: Overview and Integration
1. Which conclusion about progress in leadership research is most accurate?
a. most leadership studies have yielded useful knowledge

b. progress has been much faster than was initially expected
c. much has been learned about determinants of effective leadership
d. very little is known about the determinants of effective leadership
Answer: c.
2. Which if the following was not mentioned as a weakness in most leadership theory and
research?
a. use of multiple methods to verify findings

b. overemphasis on dyadic processes
c. insufficient attention to explanatory processes
d. insufficient attention to the leadership context
Answer: a.
3. Which is least likely to be a reason for the confused state of the leadership literature?
a. a proliferation of confusing terms and diverse definitions

b. the use of complex theories to explain leader influence
c. the reliance on weak methods for much of the research
d. the narrow focus of most empirical studies on leadership
Answer: b.
4. What is the best conclusion about the current state of leadership theory?
a. most of the theories are strongly supported by empirical research

b. most of the theories provide a good explanation of leadership processes
c. most of the theories are very comprehensive
d. most of the theories have not been adequately tested
Answer: d.
5. Which conclusion about trends in leadership research over the last decade is not correct?
a. more varied research methods have been used to study leadership

b. there is more research to test contingency theories of leadership
c. more of the studies include variables from the different approaches
d. there is more research on cross-cultural differences in leadership
Answer: b.

54
6. Which of the following is not characteristic of most leadership research?
a. an emphasis on explanatory processes and mediating variables

b. an assumption of strong effects by heroic individual leaders
c. a focus on dyadic processes rather than collective processes
d. an assumption of unidirectional causality from leader to followers
Answer: a.

55
7. What research method is used most often to study leadership effectiveness?
a. survey field studies

b. laboratory experiments
c. field experiments
d. intensive case studies
Answer: a.
8. Which type of research is least likely to be useful for increasing our understanding of
leadership at this point in the development of the field?
a. comparative case studies

b. same source survey studies
c. field experiments
d. longitudinal field studies
Answer: b.
9. Which of the following is not a common feature of leadership research?
a. studies that involve field experiments

b. surveys conducted in real organizations
c. studies conducted to test leadership theories
d. studies with subordinate ratings of leader behavior
Answer: a.
10. What is the best conclusion about the results from research on the trait, behavior, and
power-influence research?
a. each approach is so unique that the findings cannot be compared

b. the findings are seldom statistically significant for any approach
c. the findings from different approaches show substantial convergence
d. the findings from different approaches are mostly inconsistent
Answer: c.
11. Convergence of findings from different research approaches in leadership:
a. has been a prime concern of most leadership theorists

b. has been extensively validated by empirical research
c. is entirely a matter of speculation by academic scholars
d. is facilitated by an integrating conceptual framework
Answer: d.
12. Which is not true for the integrating conceptual model presented in this chapter?
a. the model includes the influence leader traits, power, and behavior
b. the model allows for reciprocal influence processes between variables
c. the model is supported by many studies that examine all the linkages
d. the model applies to dyadic, group, and organizational levels of analysis

56
Answer: c.

57
13. The implications of empowerment for effective leadership are most important for which
level of leadership theory?
a. individual level
b. dyadic level
c. group level
d. organizational level
Answer: d.
14. Employee talent is relevant for understanding effective leadership:
a. at the dyadic level

b. at the group level
c. at the organizational level
d. at all three of these levels
Answer: d.
15. Effective leaders are most likely to:
a. make important task decisions by themselves

b. help build consensus about objectives and strategies
c. make decisions that will benefit powerful stakeholders
d. emphasize individual rights over collective responsibility
Answer: b.
16. Which of the following was not described as an essential theme for effective leadership?
a. strengthen the collective identity of followers

b. rely on followers to interpret events
c. promote social justice and morality
d. encourage and facilitate collective learning
Answer: b.

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Test Item File

State University of Albany at New York

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Description of the Test Bank

Instructions and Exam Security

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Chapter 1 The Nature of Leadership

Chapter 2 The Nature of Managerial Work

Chapter 3 Perspectives on Effective Leadership Behavior

Chapter 4 Leading Change in Organizations

Chapter 5 Participative Leadership and Empowerment

Chapter 6 Managerial Traits and Skills

Chapter 8 Power and Influence

Chapter 9 Dyadic and Follower-Based Models of Learning

Chapter 10 Leadership in Teams and Decision Groups

Chapter 11 Strategic Leadership by Top Executives

Chapter 12 Charismatic and Transformational Leadership

Chapter 13 Ethical, Servant, Spiritual, and Authentic Leadership

Chapter 14 Gender, Diversity, and Cross-Cultural Leadership

Chapter 15 Developing Leadership Skills

Chapter 16 Overview and Integration

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Chapter 1: The Nature of Leadership

1. What is the best explanation for so many different definitions of leadership?

a. scholarly nitpicking about trivial issues

2. What is the most common element in definitions of leadership?

a. leadership is an authority relationship

a. are usually derived by systematic observation of leaders

4. What process is emphasized in the definition of leadership proposed by Yukl?

a. influencing followers to have complete trust in the leader

5. Leadership effectiveness is best assessed:

a. by evaluations from the leader’s boss

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

6. Most leadership theories emphasize:

a. leader traits and skills

8. What level of leadership processes is emphasized in most theories of effective leadership?

a. descriptive and universal

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

13. Most of the leadership theory and research has described:

a. managers and leaders are different types of people

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Chapter 2: The Nature of Managerial Work

1. Which was not found in most descriptive research on managerial activities?

a. the content of managerial work is varied and fragmented

a. most major decisions are made in an orderly, rational manner

4. Planning in organizations is usually:

a. formal and detailed

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

a. understand the role expectations others have for them

7. According to Stewart, which of the following statements is not correct?

8. In comparison to low-level managers, most top executives:

a. are more focused on solving immediate problems

9. Managers in large units are most likely to:

a. use less delegation

10. In a crisis situation, effective leaders are likely to:

a. consult with subordinates

a. coordinating work activities

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

a. carefully study each possible option before acting

13. To improve problem solving, it was recommended that managers should:

a. concentrate on solving the easy problems first

a. determine how much time is spent on different activities

a. Analyze how you have been using your time