Organizational Behaviour Chapter 12

35 Questions | Total Attempts: 349

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Organizational Behaviour Quizzes & Trivia

Questions and Answers
  • 1. 
    Influencing, motivating, and enabling others to contribute toward the effectiveness and success of the organizations of which they are members. Personal characteristics that distinguish great leaders. Leadership researchers and consultants have returned to the notion that effective leaders possess specific personal characteristics.
    • A. 

      Leadership

    • B. 

      Shared leadership

    • C. 

      Path-goal leadership

    • D. 

      Situational leadership theory

    • E. 

      Leadership substitutes

  • 2. 
    The view that leadership is broadly distributed rather than assigned to one person, such that people within the team and organization lead each other. Employees perform leadership roles. Associates work with champions of projects and other initiatives because they are willing to follow them. Includes competencies - skills, knowledge.
    • A. 

      Path-goal leadership

    • B. 

      Transactional leadership

    • C. 

      Shared leadership

    • D. 

      Fiedler's contingency model

    • E. 

      Transformational leadership

  • 3. 
    Associated with effective leadership to some extent, but the strongest predictors are high levels of extroversion and conscientiousness. With high extroversion, effective leaders are comfortable having an influential role in social settings. With higher conscientiousness, effective leaders set higher personal goals for themselves, are more motivated, and have higher performance expectations.
    • A. 

      Leadership motivation

    • B. 

      Drive

    • C. 

      Self-concept

    • D. 

      Personality

    • E. 

      Integrity

  • 4. 
    Successful leaders have a positive self-evaluation, including high self-esteem, self-efficacy, and internal locus of control. They are confident in their leadership skills and ability to achieve objectives. These leaders also are complex and internally consistent.
    • A. 

      Self-concept

    • B. 

      Leadership motivation

    • C. 

      Cognitive and practical intelligence

    • D. 

      Emotional intelligence

    • E. 

      Personality

  • 5. 
    Represents the inner motivation that leaders possess to pursue their goals and encourage others to move foward with theirs. Inspires inquisitiveness, an action-orientation, and boldness.
    • A. 

      Cognitive and practical intelligence

    • B. 

      Integrity

    • C. 

      Drive

    • D. 

      Self-concept

    • E. 

      Knowledge of the business

  • 6. 
    Refers to truthfulness and consistency of words and actions, which is related to honesty and ethics. Leadership have a high moral capacity to judge dilemmas based on sound values and to act accordingly.
    • A. 

      Personality

    • B. 

      Leadership motivation

    • C. 

      Self-concept

    • D. 

      Cognitive and practical intelligence

    • E. 

      Integrity

  • 7. 
    A strong need for socialized power, meaning that they want power as a means to accomplish organizational objectives and similar good deeds. Contrasts with a need fo personalized power, which is the desire for power for personal gain or for the thrill one might experience from wielding power over others. Necessary because leaders are in contests for positions further up the hierachy. Effective leaders thrive rather than wither in the face of this competition.
    • A. 

      Drive

    • B. 

      Leadership motivation

    • C. 

      Knowledge of the business

    • D. 

      Cognitive and practical intelligence

    • E. 

      Emotional intelligence

  • 8. 
    Effective leaders possess tacit and explicit knowledge of the business environment in which they operate.
    • A. 

      Emotional intelligence

    • B. 

      Cognitive and practical intellience

    • C. 

      Knowledge of the business

    • D. 

      Self-concept

    • E. 

      Leadership motivation

  • 9. 
    Leaders have above-average cognitive ability to process enormous amount of information. Leaders have practical knowledge; they are able to use their information of the business to solve real-world problems by adapting to, shaping, or selecting appropriate environments.
    • A. 

      Knowledge of the business

    • B. 

      Cognitive and practical intellience

    • C. 

      Emotional intelligence

    • D. 

      Leadership motivation

    • E. 

      Drive

  • 10. 
    Effective leaders have a high level of this. They are able to perceive and express emotion, assimilate emotion in thought, undestand and reason with emotion, and regulate emotion in themselves and others.
    • A. 

      Self-concept

    • B. 

      Drive

    • C. 

      Emotional intelligence

    • D. 

      Personality

    • E. 

      Integrity

  • 11. 
    Assumes that all effective leaders have the same personal chracteristics that are equally important in all situations. Alternative cominations of competencies may be equally successful. Views leadership as something within a person, yet experts emphasize that leadership is relational. People are effective leaders because of their favourable relationship with followers. On the contrary, skills and aptitudes only indicate potential, not leadership performance.
    • A. 

      Evaluating the transformational leadership perspective

    • B. 

      Competency perspective limitations and practical implications

    • C. 

      Behavioural perspect of leadership

    • D. 

      Fiedler's contingency model

    • E. 

      The romance of leadership

  • 12. 
    One clusters people-oriented behaviours. Includes showing mutual trust and respect for subordinates, demonstrating a genuine concern for their needs, and having a desire to look out for their welfare. Task-oriented leaders assign employees to specific tasks and ensure that they follow company rules. They establish stretch gooals and challenge employees to push beyond those high standards. Each of thse clusters of activities is fairly distinct. Assumes high levels of both styles are best in all situations. The best leadership style depends on the situation.
    • A. 

      Competency perspective limitations and practical implications

    • B. 

      Behavioural perspective of leadership

    • C. 

      The romance of leadership

    • D. 

      Evaluating the transformational leadership perspective

    • E. 

      Leadership substitutes

  • 13. 
     Subordinates have higher effective organizational commitment. Perform their jobs better, engage in more organizational citizenship behaviours, and make better or more creative decisions. Circular logic by defining this in terms of the leader's success. Described a universal rather than contingency-oriented model. Relevant across cultures. The way visions are formed and communicated are more appropriate in some cultures than other cultures.
    • A. 

      Implicit leadership theory

    • B. 

      The romance of leadership

    • C. 

      Evaluating the transformational leadership perspective

    • D. 

      Competency perspective limitations and practical implications

    • E. 

      Behavioural perspective of leadership

  • 14. 
    Followers tend to distort their perception of the influence that leaders have on the environment. Life events are generated more from people than from uncontrollably natural forces. One way that followers support their perceptions that leaders make a difference is through fundamental attribution error. Research has found that leaders are given credit or blame for the company's success or failure because employees do not readily see the external forces that also influence these events.
    • A. 

      Cross-cultural and gender issues in leadership

    • B. 

      Competency perspective limitations and practical implications

    • C. 

      Evaluating the transformational leadership perspective

    • D. 

      Behavioural perspective of leadership

    • E. 

      The romance of leadership

  • 15. 
    Cultural values and practices affect what leaders do. Culture shapes the leader's value and norms, which influence his or her decisions and actions. Also shapes the expectations that followers have of their leaders. An executive who acts inconsistently with cultural epectations is more likely to be perceived as an ineffective leader.
    • A. 

      Behavioural perspective of leadership

    • B. 

      The romance of leadership

    • C. 

      Competency perspective limitations and practical implications

    • D. 

      Cross-cultural and gender issues in leadership

    • E. 

      Evaluating the transformational leadership perspective

  • 16. 
    Based on the expectancy theory of motivation that relates several leadership styles to specific employee and situational contingencies. Employee perceptions of expectancies between employee effort and performance. States that effective leaders ensure that employees who perform their jobs well receive more value rewards than those who perform poorly.
    • A. 

      Implicit leadership theory

    • B. 

      Fiedler's contingency model

    • C. 

      Situational leadership theory

    • D. 

      Path-goal leadership theory

    • E. 

      Shared leadership

  • 17. 
    Clarifying behaviours that provide a psychologial structure for subordinates. The leader clarifies performance goals, and the standards against which performance will be judged. Also includes judicious use of rewards and disciplinary actions. Is the same as task-oriented leadership.
    • A. 

      Supportive

    • B. 

      The romance of leadership

    • C. 

      Directive

    • D. 

      Achieve-oriented

    • E. 

      Participative

  • 18. 
    These behaviours provide psychological support for subordinates. The leader is friendly and approachable; makes the work more pleasant; treats employees with equal respect; and shows concern for the status, needs, and well-being of employees. The same as people-oriented leadership and reflects the benefits of social support to help employees cope with stressful situations.
    • A. 

      Participative

    • B. 

      Supportive

    • C. 

      Behavioural perspective of leadership

    • D. 

      Directive

    • E. 

      Achievement-oriented

  • 19. 
    These behaviours encouraged and faciliate subordinate involvement in decisions beyond their normal work activities. The leader consults with employees, ask for their suggestions, and takes these ideas into serious consideration before making a decision. Relates to involving employees in decisions.
    • A. 

      Achievement-oriented

    • B. 

      Cross-cultural and gender issues in leadership

    • C. 

      Participative

    • D. 

      Supportive

    • E. 

      Directive

  • 20. 
    These behaviours encourage employees to reach their peak performance. The leader sets challenging goals, expects employees to perform at their highest level, continuously seeks improvement in employee performance, and shows a high degree of confidence that employees will assume responsibility and accomplish challenging goals. Applies goal-setting theory as well as positive expectations in self-fulfilling prophecy.
    • A. 

      Fiedler's contingency model

    • B. 

      Directive

    • C. 

      Achievement-oriented

    • D. 

      Supportive

    • E. 

      Participative

  • 21. 
    A combination of directive and supportive leadership is best for employees who are or perceive themselves to be inexperienced and unskilled. Directive leadership gives subordinates information about how to accomplish the task, whereas supportive leadership helps them cope with the uncertainties of unfamiliar work situations. Directive leadership is detrimental when employees are skilled and experienced beause it introduces too much supervisory control.
    • A. 

      Task structure

    • B. 

      Locus of control

    • C. 

      Supportive

    • D. 

      Team dynamics

    • E. 

      Skill and experience

  • 22. 
    People with this believe that they have control over their work environment. Consequently, these employees prefer participative and achievement-oriented leadership styles and may become frustrated with a directive style. In contrast, people with this believe that their performance is due to more to luck and fate, so they tend to be more satisfied with directive and supportive leadership.
    • A. 

      Locus of control

    • B. 

      Participative

    • C. 

      Skill and experience

    • D. 

      Task structure

    • E. 

      Team dynamics

  • 23. 
    Leadership should adopt the directive style when the duty is nonroutine, because this style minimizes role ambiguity that tends to occur in these complex work situations particularly for inexperienced employees. The directive style is ineffective when employees have routine and simple tasks because the manager's guidance serves no purpose and may be viewed as unnecessarily close control. Employees in highly routine and simple jobs may require supportive leadership to help them cope with the tedious nature of the work and lack of control over the pace of work. Participative leadership is preferred for perfoming nonroutine tasks because the lack of rules and procedures gives them more discretion to achieve challenging goals. The participative style is ineffective for employees in routine tasks because they lack discretion over their work.
    • A. 

      Team dynamics

    • B. 

      Directive

    • C. 

      Task structure

    • D. 

      Skill and experience

    • E. 

      Locus of control

  • 24. 
    Cohesive groups with performance-oriented norms act as a substitute for most leader inventions. High group cohesion substitutes for supportive leadership, whereas peformance-oriented group norms substitute for directive and possibly achievement-oriented leadership. When group cohesiveness is low, leaders should use the supportive style. Leaders should apply a directive style to counteract group norms that oppose the group's formal obectives. For example, the group leader may need to use legitimate power if group members have developed a norm to take it easy rather than get a project completed on time.
    • A. 

      Team dynamics

    • B. 

      Skill and experience

    • C. 

      Locus of control

    • D. 

      Achievement-oriented

    • E. 

      Task structure

  • 25. 
    A commercially popular but poorly supported leadership model, stating that effective leaders vary their style (telling, selling, participating, delegating) with the readiness of followers. In spite of its popularity, several studies and at least three reviews have concluded that this lacks empircal support.
    • A. 

      Evaluating the transformational leadership perspective

    • B. 

      Leadership substitutes

    • C. 

      Situational leadership theory

    • D. 

      Fiedler's contingency model

    • E. 

      Changing the situation to match the leader's natural style

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