CH 12 Ob Test

false- According to the shared leadership concept in organizational behavior, anyone in an organization can be a leader if he or she has an idea or vision that other employees are eager to follow.

true

true

false - A strategic vision bonds employees and often other stakeholders together. It succeeds because employees collectively define themselves by this future state as part of their identification with the organization

true

false - Managerial leadership assumes the organization's (or department's) objectives are stable and aligned with the external environment. In contrast, transformational leadership assumes the organization's current direction is misaligned and therefore needs to change.

false - Both task-oriented leadership and people-oriented style have advantages and disadvantages. Both styles are positively associated with leader effectiveness, but differences are often apparent only in very high or very low levels of each style. Job performance is lower among employees who work for supervisors with low levels of task-oriented leadership

false - The directive style is useful in certain situations. A combination of directive and supportive leadership is best for employees who are (or perceive themselves to be) inexperienced and unskilled. Directive leadership is detrimental when employees are skilled and experienced, because it introduces too much supervisory control.

false - 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.

true

true

false - Leaders' ability to monitor their own and others' emotions, discriminate among them, and use the information to guide their thoughts and actions refers to emotional intelligence. High emotional intelligence is essential for a successful leader.

false - The view that effective leaders need to be aware of, feel comfortable with, and act consistently with their values, personality, and self-concept is known as authentic leadership

false - With respect to gender and leadership, studies in field settings have generally found that male and female leaders do not differ in their levels of task-oriented or people-oriented leadership.

false - Surveys report that women are rated higher than men on the emerging leadership qualities of coaching, teamwork, and empowering employees.

C. Leadership of an organization is broadly distributed rather than assigned to one person.

A. enablers.

C. Shared leadership

D. delegate work.

D. Strategic vision

D. The leader steps out and behaves in ways that symbolize the vision.

A. the personal traits that provide referent power over others.

C. empowered

C. support and guide the performance and well-being of individual employees.

C. energize and direct employees to a new vision and corresponding behaviors.

A. transformational leadership

D. unifying.

B. metaphors.

B. rewards.

A. establish challenging goals.

B. People-oriented

C. Task orientation

C. use both task-oriented and people-oriented behaviors.

C. Managerial

E. Servant

D. path-goal theory

A. achievement-oriented leadership

A. directive

B. supportive

E. effective leaders select the most appropriate behavior based on the situation.

C. directive and supportive

C. directive and supportive

B. supportive

B. some elements of the theory have not yet been investigated.

A. ability and motivation of followers.

D. situational leadership theory.

E. Fiedler's contingency model of leadership

B. the level of situational control.

C. suggests that organizations need to engineer the situation to fit the leader's preferred style.

C. Leadership substitutes

A. path-goal leadership

B. supportive

C. Participative leadership

B. leadership substitutes.

D. everyone has preconceived beliefs about leaders.

B. implicit leadership theory.

A. preconceived beliefs about the features and behaviors of effective leaders.

D. believe that leaders are effective only if they behave consistently with their own preconceptions of how an effective leader should act.

C. implicit leadership perspective

A. People want to trust their leader before they are willing to serve as followers.

A. follower's education

C. attribution error.

B. attribute

D. leadership is a personal characteristic of the person.

C. attributes of effective leaders.

B. self-concept

C. drive

E. leadership motivation.

A. Authentic

A. Authenticity

E. It views leadership as something within a person.

B. potential

D. integrity.

E. authenticity

D. practical intelligence.

B. Leaders are able to recognize and change their own emotional state to suit the situation.

A. Participative leadership is perceived as characteristic of effective leadership in low power-distance cultures.

D. Women tend to use more of the participative leadership style than do men.

C. they tend to rely on gender stereotypes and prototypes of leaders.

A. shared

B. employees learn to influence others through their enthusiasm, logical analysis, and involvement of others in their vision.

D. Shared leadership lacks formal authority.

D. transformational

A. Build commitment toward the vision.

A. Leaders who possess the gift of charisma may become intoxicated by this power, which leads to a greater focus on self-interest than on the common good.

A. servant leader

D. task-oriented leader

D. leadership substitutes

C. task-oriented

B. achievement-oriented

D. personality characteristics

A. self-concept

Leadership isn't restricted to the executive suite. Anyone in the organization may be a leader in various ways and at various times. This view is known as shared leadership. Shared leadership is based on the idea that leadership is plural, not singular. It doesn't operate out of one formally assigned position, role, or individual. Instead, employees lead each other as the work arises. One team member might champion the introduction of new technology, while a coworker keeps the work unit focused on key performance indicators. Shared leadership typically supplements formal leadership. Shared leadership flourishes in organizations where the formal leaders are willing to delegate power and encourage employees to take initiative and risks without fear of failure. Shared leadership also calls for a collaborative rather than internally competitive culture because employees take on shared leadership roles when coworkers support them for their initiative

There are several descriptions of transformational leadership, but most include the following four elements: Create a strategic vision, communicate the vision, model the vision, and build commitment toward the vision

Some people equate charisma with transformational leadership. However, the textbook cites recent literature indicating that the two concepts are different. Charisma is a personal trait or relational quality that provides referent power over followers, whereas transformational leadership is a set of behaviors that engage followers toward a better future. Charisma is an inherent characteristic of one's character, not something that can be easily learned or mimicked. Transformational leadership motivates followers through behaviors that persuade and earn trust, whereas charismatic leadership motivates followers directly through existing referent power.

People-oriented leadership includes showing mutual trust and respect for subordinates, a genuine concern for their needs, and a desire to look out for their welfare. Task-oriented leadership includes assigning employees to specific tasks, clarifying their work duties and procedures, ensuring that they follow company rules, and pushing them to reach their performance capacity. Studies indicate that people-oriented and task-oriented styles are independent of each other and that the most effective leaders exhibit high levels of both types of behavior

The four leadership styles are: Directive: This leadership style consists of clarifying behaviors that provide a psychological structure for subordinates. The leader clarifies performance goals, the means to reach those goals, and the standards against which performance will be judged. It also includes judicious use of rewards and disciplinary actions. Supportive: In this style, the leader's behaviors 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. Participative: Participative leadership behaviors encourage and facilitate subordinate involvement in decisions beyond their normal work activities. The leader consults with employees, asks for their suggestions, and seriously considers these ideas before making a decision. Achievement-oriented: This leadership style emphasizes behaviors that 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.

Skill and experience: A combination of directive and supportive leadership is best for employees who are 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 because it introduces too much supervisory control. Locus of control: Recall from Chapter 2 that people with an internal locus of control believe 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 an external locus of control believe their performance is due more to luck and fate, so they tend to be more satisfied with directive and supportive leadership. Task structure: Leaders should adopt a directive style when a task is non-routine because this style minimizes the role ambiguity that tends to occur in complex work situations. 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. Team dynamics: Cohesive teams with performance-oriented norms act as a substitute for most leader interventions. High team cohesion substitutes for supportive leadership, whereas performance-oriented team norms substitute for directive and possibly achievement-oriented leadership. Thus, when team cohesion is low, leaders should use the supportive style. Leaders should apply a directive style to counteract team norms that oppose the team's formal objectives.

The theory, called leadership substitutes, identifies conditions that either limit the leader's ability to influence subordinates or make a particular leadership style unnecessary. The literature identifies several conditions that possibly substitute for task-oriented or people-oriented leadership. Factors such as performance-based rewards act as leadership substitutes.

The implicit leadership theory states that people evaluate a leader's effectiveness in terms of how well that person fits preconceived beliefs about the features and behaviors of effective leaders (leadership prototypes) and that they tend to inflate the influence of leaders on organizational events. These prototypes, which develop through socialization within the family and society, shape our expectations and acceptance of others as leaders, and this in turn affects our willingness to serve as followers. Along with relying on implicit prototypes of effective leaders, followers tend to distort their perceptions of the influence that leaders have on the environment. This "romance of leadership" effect exists because in most cultures people want to believe leaders make a difference.

The main categories of leadership competencies are: Personality: This refers to the leader's personality. 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 goals for themselves (and others), are more motivated to pursue those goals, and have a sense of duty to others. Drive: This refers to the inner motivation that leaders possess to pursue their goals. In particular, leaders have a high need for achievement. Leadership motivation: Effective leaders have a strong need for socialized power. They want to use their power bases to influence their team or organization and make it successful. Integrity: Effective leaders are truthful and translate words into deeds. Leaders will only have followers when trust is maintained through the leader's integrity. Self-concept: Successful leaders have a complex, internally consistent, and clear self-concept of themselves as leaders. Leaders believe in their leadership skills and ability to achieve objectives. Cognitive and practical intelligence: Leaders have above-average cognitive ability to process enormous amounts of information. Leaders aren't necessarily geniuses. Rather, they have superior ability to analyze alternate scenarios and to identify potential opportunities. Knowledge of the business: Leaders need to understand the environment in which they operate to make more intuitive decisions. This relates to the idea that intuition requires experience and intimate knowledge of the industry. Emotional intelligence: Effective leaders monitor their own and others' emotions, discriminate among them, and use the information to guide their thoughts and actions. They have a strong self-monitoring personality to adapt their behavior appropriately.

First, they develop their own style and, where appropriate, seek positions where that style is most effective. Although effective leaders adapt their behavior to situations to some extent, they invariably understand and rely on decision methods and interpersonal styles that feel most comfortable to them. Second, effective leaders continually think about and consistently apply their stable hierarchy of personal values to those decisions and behaviors. Third, leaders maintain consistency around their self-concepts by having strong, positive core self-evaluations. They have high self-esteem and self-efficacy as well as an internal locus of control.

This statement is false. First, research indicates that women are just about as effective as men in leadership roles, thereby making the first part of the statement incorrect. Second, women do not apply the supportive leadership style significantly more than male leaders, thereby making the second part of the statement incorrect. With respect to the effectiveness of women as leaders, earlier OB research found that people tend to evaluate women slightly less favorably than men in leadership roles, but this is almost entirely due to gender-based stereotypes. Without this sex-stereotype, women and men are almost equally able to perform leadership roles. With respect to preferred leadership styles, the only significant difference between men and women is that women tend to use the participative leadership style more often than do men. Moreover, recent studies suggest that women are rated higher than men with increasing expectations that leaders should be empowering and facilitating.