Leadership Theory Application and Skill Development 6th Edition Lussier Test Bank Instant Download All Chapter
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True / False
1. Dyadic refers to the individualized relationship between a leader and each follower in a work unit.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
2. Central to LMX theory is the assumption the leaders or superiors have unlimited amount of resources.
a. True
b. False
ANSWER: False
RATIONALE: The assumption is that resources are limited.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
3. The in-group includes followers with few or no social ties to their leader, in a strictly task-centered relationship
characterized by low exchange and top-down influence.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
4. The out-group includes followers with strong social ties to their leader in a supportive relationship characterized by
high mutual trust, respect, loyalty, and influence.
a. True
b. False
ANSWER: False
RATIONALE: This is not the definition for out-group.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
5. A Leader offers support, feedback, and consideration to an in-group member, and, in turn, the follower is often willing
to go the extra mile for the leader.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
6. Leaders mostly use reward, legitimate, and coercive power to influence out-group members.
a. True
b. False
ANSWER: False
RATIONALE: Leaders use position power to influence out-group members.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
7. The focus of LMX theory is on the quality of the dyadic exchange that develops between leaders and followers.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
8. The underlying assumption of LMX theory is that leaders or superiors have limited amounts of social, personal, and
organizational resources, and as a result tend to distribute them among followers selectively.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
9. The basis of LMX theory is that leaders or superiors interact with all followers equally.
a. True
b. False
ANSWER: False
RATIONALE: Leaders selectively distribute resources.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
10. The difference between traditional leadership theories and LMX is traditional theories focus primarily on the leader
instead of the followers' roles.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
11. A leader’s control over outcomes that are desirable to followers increases the leader’s reward power.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
12. Researchers have identified two kinds of motives associated with follower feedback-seeking behavior: performance-
driven motive and self-promotion-driven motive.
a. True
b. False
ANSWER: False
RATIONALE: These are not the two motives.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Motivational Concepts - Other management-specific
knowledge and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
14. According to LMX Theory, a leader varies his or her behavior as a result of the quality of interpersonal relationships
with each individual follower.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 235
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
15. According to LMX Theory, within the same work group, the quality of each dyadic relationship will likely be the
same between followers of the same leader.
a. True
b. False
ANSWER: False
RATIONALE: LMX theory suggests all the relationships vary.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 235/6
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
16. According to LMX theory, both the leader and the follower influence the relationship that ensues between them.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
17. The narrower the leader's span of control and the fewer resources the leader has, the greater is the disparity in the
quality of LMX.
a. True
b. False
ANSWER: False
RATIONALE: A wider span of control creates a greater disparity.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
18. Two factors influence LMX relationships: the role of the leader and the role of the follower.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 235 - 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
19. Because John is trying to project a favorable image in order to improve a long-term relationship with his leader, he is
using ingratiation.
a. True
b. False
ANSWER: False
RATIONALE: This would be impressions management.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
20. Proactive followers use ingratiation, self-efficacy, and impression management to form positive relationships with
their leaders.
a. True
b. False
ANSWER: False
RATIONALE: Followers can use impressions management, ingratiation and self-promotion tactics.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
21. The leader-member exchange (LMX) is the quality of the exchange relationship between a leader and a follower.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
23. During a feedback session, a leader should explain the negative impact of the ineffective behavior and outline
suggested remedies the leader prepared before the session started.
a. True
b. False
ANSWER: False
RATIONALE: Follower is asked to suggest remedies.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 255, exhibit 7.4
LEARNING OBJECTIVES: MGMT.LUSS.16.07-08 - LO: 07-08
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
25. A strength of LMX Theory is the inherent bias in favor of in-group members.
a. True
b. False
ANSWER: False
RATIONALE: This is a criticism of LMX.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 239
LEARNING OBJECTIVES: MGMT.LUSS.16.07-04 - LO: 07-04
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
26. LMX theorists measure the quality of the leader-follower relationship using the LMX-7 questionnaire.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 238
LEARNING OBJECTIVES: MGMT.LUSS.16.07-04 - LO: 07-04
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
27. The LMX-7 scale is preferred for defining and measuring the quality of relationships because it measures both vertical
dyad linkages and social exchanges.
a. True
b. False
ANSWER: False
RATIONALE: LMX-7 is criticized for it's narrow perspective.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 239
LEARNING OBJECTIVES: MGMT.LUSS.16.07-04 - LO: 07-04
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
28. Effective followers have the courage to initiate change and put themselves at risk or in conflict with others, even their
leaders.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 242
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
29. The conformist follower is someone who is low on involvement yet is high on critical thinking.
a. True
b. False
ANSWER: False
RATIONALE: The conformist follower is high on involvement and low on critical-thinking.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 241 and exhibit 7.1
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
30. Pragmatic followers are often known to "play political games."
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 242 and exhibit 7.1 on p. 241
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
32. The effective follower must avoid raising issues with the leader, even if the leader's decisions are misguided or
unethical.
a. True
b. False
ANSWER: False
RATIONALE: These are precisely the times an effective follower would speak up.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 242
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
33. One of the guidelines to becoming an effective leader is to take action only when being told by the leader.
a. True
b. False
ANSWER: False
RATIONALE: This is not one of the guidelines.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 244, exhibit 7.2
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
34. When challenging a leader's flawed plans and proposals, it is important for the follower to pinpoint specifics rather
than vague generalities.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 245
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
35. Kelley groups followers into five categories based on two types of behavior, independent critical thinking, and level of
involvement.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 241
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
36. The three determining factors that have been found to distinguish influential followers from their peers are: follower's
relative power position, locus of control, and education and experience.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 247 and exhibit 7.3
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
37. People with an internal locus of control believe that they are "masters of their own destiny" and can influence people
and events in their workplace.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
38. People who believe they are "pawns of fate" have an internal locus of control and believe they have no influence or
control at work.
a. True
b. False
ANSWER: False
RATIONALE: These people would have an external locus of control.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
39. Differences in the level of education and experience can impact the relationship among followers, and between leaders
and followers.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 246 - 248
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
40. Today's workers are far more educated, mobile, diverse, and younger than the workforce of 30 years ago.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 248
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
41. As workers' education and experience increases, leaders have to shift to a more top-down directive style of leading.
a. True
b. False
ANSWER: False
RATIONALE: As education increases, workers resist top-down management style.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 248
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
42. Delegating refers to telling employees to perform the tasks that are part of their job design.
a. True
b. False
ANSWER: False
RATIONALE: That would be issuing orders, not delegating
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 249
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
43. You can delegate responsibility and accountability, but not authority.
a. True
b. False
ANSWER: False
RATIONALE: You can delegate responsibility and authority but not accountability.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
44. One of the benefits of delegating responsibilities is that leaders can focus on doing many tasks well, instead of a few
tasks less effectively.
a. True
b. False
ANSWER: False
RATIONALE: Managers delegate so they can perform a fewer number of tasks more effectively.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 249
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
45. Technical matters and routine tasks are things that should not be delegated.
a. True
b. False
ANSWER: False
RATIONALE: Technical matters should be delegated, confidential activities should not.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250 - 251
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
46. Before setting objectives that define responsibility, level of authority, and deadline, you should explain the need for
delegating and the reasons for selecting the employee.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 252
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
Multiple Choice
47. Which of the following statements best describes the vertical dyadic linkage theory?
a. The focus is on the quantity of dyads.
b. Leaders aspire to build the same positive relationship with each follower.
c. Linkages among peers are discouraged.
d. Leader−follower interactions create in-groups and out-groups.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
48. In Vertical Dyadic Linkage Theory, leaders mostly use position power to influence:
a. in-group members.
b. out-group members.
c. effective followers.
d. pragmatic followers.
ANSWER: b
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
49. A manager applied leadership theory to the way that he directed the organization, and found some improvement in
organizational performance. The manager noticed how some individuals seemed to flourish and perform better than
others, and began to evaluate his own relationships with the individuals, rather than just the way he led the organization
"in general." The manager's new concern would be an example of applied:
a. systems and networks theory.
b. vertical dyad linkage theory.
c. social capital.
d. external locus of control.
ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
51. Leaders commonly use which of the following types of power to influence out-group members?
a. Position power.
b. Referent power.
c. Information power.
d. Expert power.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
52. When asked about her new boss, an employee says that, "The relationship is simple - he tells me what to do, and I do
it. I only get what support is deemed absolutely necessary to a project. If I think that the support is simply inadequate, I
ask for more. However, the last time that I did that, he put someone else on the job." This employee is probably a(n):
a. out-group member.
b. lower-level employee.
c. pragmatic follower.
d. proactive team member.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
55. The concept of ________ is the set of resources that inheres in the structure of relations between members of the
group, which helps them get ahead.
a. group interaction
b. social exchange
c. social capital
d. ingratiation
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 238
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowlege
58. ____ is a follower's effort to project a favorable image to gain an immediate benefit or improve a long-term
relationship with the leader.
a. Ingratiation
b. Impressions management
c. Self-promotion
d. Politicking
ANSWER: b
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
59. The LMX-7 questionnaire used for measuring the quality of LMX relationships:
a. typically measure vertical dyad linkages along with social exchanges.
b. tend to measure LMX from the perception of the follower rather than the leader.
c. have firmly established the close similarity between leader and follower perceptions.
d. found that LMX relationships remain stable over time.
ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 239
LEARNING OBJECTIVES: MGMT.LUSS.16.07-04 - LO: 07-04
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
60. According to Kelley's model of follower types, Belinda is a conformist follower, someone who carries out orders
without considering the consequences of those orders and does anything to avoid conflict. According to Kelley's follower
types, she is _______.
a. high on level of involvement and low on critical thinking
b. low on level of involvement and lower on critical thinking
c. high on level of involvement and high on critical thinking
d. high on locus of control and high on position power
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 241 and exhibit 7.1
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
61. As Jim's leader, you have noticed that he is low on involvement and high on critical thinking, and you have concluded
that Jim is a(n) ____ follower.
a. alienated
b. conformist
c. passive
d. pragmatic
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 242 and exhibit 7.21 p. 241
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
62. The ____ follower is someone who is high on involvement but low on critical thinking.
a. alienated
b. conformist
c. passive
d. pragmatic
ANSWER: b
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 241 and exhibit 7.1
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
63. Because your leader is an authoritarian leader, you know that he prefers ____ followers.
a. passive
b. pragmatic
c. alienated
d. conformist
ANSWER: d
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 241
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
64. Because one of your employees, Angela, functions well in self-managed teams, likes to initiate change, and is willing
to put herself at risk for the best interest of the organization, she is a(n) ____ follower.
a. effective
b. pragmatic
c. alienated
d. conformist
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 242
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
65. The ____ follower is someone who is neither high on critical thinking nor involvement.
a. alienated
b. conformist
c. passive
d. pragmatic
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 241 and exhibit 7.1
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
66. The ____ follower is someone who is high on critical thinking and involvement.
a. alienated
b. conformist
c. effective
d. pragmatic
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 241 and exhibit 7.1
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
67. The type of follower who reveals the greatest range of behaviors is the:
a. alienated follower.
b. effective follower.
c. pragmatic follower.
d. conformist follower.
ANSWER: c
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 242
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
68. Which of the following is NOT one of the guidelines to becoming an effective follower?
a. Offer support to leader.
b. Play counseling and coaching roles to leader when appropriate.
c. Show appreciation.
d. Avoid negative feedback.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 244, exhibit 7.2
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
69. When challenging a leader's flawed plans and proposals, it is important for the follower to:
a. pinpoint specifics.
b. personalize the critique.
c. provide both positive and negative feedback.
d. ask for suggestions.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 245
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
72. Which of the following in NOT a factor that enhances follower influence?
a. Power position.
b. Locus of control.
c. Education and experience.
d. Span of control.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 247 - 248 and exhibit 7.3 p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
73. People with a(n) ____ locus of control believe that they are "masters of their own destiny" and can influence people
and events in their workplace.
a. internal
b. external
c. neutral
d. optimal
ANSWER: a
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
74. The text states that managers fail to delegate for all the following reasons EXCEPT:
a. they fear that employees will fail to accomplish tasks.
b. they don't know what to delegate.
c. they don't know how to delegate.
d. they are seeking a promotion.
ANSWER: d
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
75. Which of the following has resulted from the higher educational level of the work environment?
a. An increasing proportion of workers in out-groups.
b. Workers are rejecting top-down directive leadership.
c. More employees with an external locus of control.
d. A decreasing need for delegation.
ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 248
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
76. ____ is the process of assigning responsibility and authority for accomplishing objectives.
a. Mentoring
b. Coaching
c. Delegation
d. Instruction
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 249
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
77. Leaders who have difficulty meeting deadlines and who take work home from the job are showing signs of:
a. having optimal stress levels.
b. participative management.
c. delegating too little.
d. directive leadership.
ANSWER: c
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
81. Possibilities of what not to delegate include all of the following EXCEPT:
a. performance appraisals.
b. counseling.
c. resolving conflicts.
d. scheduling.
ANSWER: d
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250 - 251
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
83. Which of the following is NOT one of the steps of the delegation model?
a. Develop a plan.
b. Explain the need for delegating and the reasons for selecting the employee.
c. Seek feedback from employees.
d. Establish control checkpoints and hold employees accountable.
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 252 - 253 and model 7.1 p. 253
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
84. Effective leader−follower feedback for poor performance will have the effect of:
a. getting the follower to better understand LMX and how it can boost performance.
b. making the leader and follower have greater mutual affection for one another than they did before.
c. pinpointing the undesired behavior while sustaining the follower's self-confidence.
d. disrupting the team and the undesired behavior.
ANSWER: c
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 254
LEARNING OBJECTIVES: MGMT.LUSS.16.07-08 - LO: 07-08
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
85. As a guideline for effective leader feedback, during the post-feedback session the leader should do all of the following
EXCEPT:
a. conduct a performance evaluation on the employee.
b. follow up to ensure implementation of action steps.
c. build the follower's self-confidence.
d. follow up to ensure implementation of the action steps.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 255, exhibit 7.4
LEARNING OBJECTIVES: MGMT.LUSS.16.07-08 - LO: 07-08
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
86. Individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in
the aggregate promotes the effective functioning of the organization is known as:
a. followership.
b. synergy.
c. organizational citizenship behavior.
d. impressions management.
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
87. The degree to which members form close social ties with the group and how it subsequently influences interactions
within and between group members is known as:
a. social identity.
b. dyadic theory.
c. followership.
d. social capital.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 235
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
88. The behavior of followers that result from the leader–follower mutual influencing relationship is known as:
a. impressions management.
b. followship.
c. ingratiation.
d. social capital.
ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 240
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
89. A person’s beliefs in his or her capabilities to produce at a certain level of performance is known as:
a. dyadic theory.
b. organizational citizenship behavior.
c. locus of control.
d. self-efficacy.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 243
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
The out-group includes followers with few or no social ties to their leader, in a strictly
task-centered relationship characterized by low exchange and top-down influence.
Members of the out-group are managed according to the requirements of the employment
contract. They receive little inspiration, encouragement, or recognition.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.R.7.1 - Review Question 7-1
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
93. What are some of the things that a leader should not delegate?
ANSWER: Leaders should not delegate personnel matters, confidential activities, crises, and
activities delegated to the leader personally.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250 - 251
LEARNING OBJECTIVES: MGMT.LUSS.16.R.7.6 - Review Question 7-6
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
95. My boss helps me fulfill some of my social or personal goals. This statement from a subordinate identifies the group
the person aligns with. Choose the group and explain your answer.
a. in-group
b. out-group
ANSWER:
The answer is a, in-group. Leaders are more likely to help in-group members not only
with work related matters but also with their social and personal needs.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.CA.7.1 - Concept Application 7-1
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Application
96. I am highly committed to and energized by my work and organization and therefore, I am reciprocating with my best
ideas and performance. This statement from a subordinate identifies the group the person aligns with. Choose the group
and explain your answer.
a. in-group
b. out-group
ANSWER: The answer is a, in-group. Members in the in-group tend to do more to help the leader.
They reciprocate the leader’s kindness towards them.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.CA.7.1 - Concept Application 7-1
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Application
97. I seldom have any direct contact with my boss unless something is wrong with the way I have done my job. This
statement from a subordinate identifies the group the person aligns with. Choose the group and explain your answer.
a. in-group
b. out-group
ANSWER:
The answer is b, out-group. The relationship with out-group members is mostly formal
and work-related.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.CA.7.1 - Concept Application 7-1
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Application
98. For fear of being criticized, I do not take the initiative to seek out and successfully complete assignments that go
above and beyond your job. This statement from a subordinate identifies the group the person aligns with. Choose the
group and explain your answer.
a. in-group
b. out-group
ANSWER: The answer is b, out-group. Out-group members don’t trust the leader enough to take
risks or new initiatives.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.CA.7.1 - Concept Application 7-1
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Application
99. The notion that leaders do not interact with all followers equally but rather focus on the formation of relationships that
varies in quality. Which concept is described by this statement?
100. A leader–follower relationship in which the leader’s concern for some members does not extend beyond the formal
employment contract. Which concept is described by this statement?
101. A hierarchical relationship in which leader–follower dyads (or pairs) develops. Which concept is described by this
statement?
102. A relationship in which leader–follower interactions do lead to the creation of in-groups and out-groups. Which
concept is described by this statement?
103. We started a new project today but I did not understand what I was supposed to be doing or expected to do. So I
went to talk to my boss about what to do. This statement best identifies which of the following guidelines to becoming an
effective follower?
104. We have a new boss, and I’ve been filling her in on how we do things in our department. This statement best
identifies which of the following guidelines to becoming an effective follower?
105. I make a point to internally question the wisdom of the leader’s decision rather than just doing what I am told. This
statement best identifies which of the following guidelines to becoming an effective follower?
106. We only have performance reviews once a year. But I wanted to know what my boss thinks of my work sooner, so
we had a meeting to discuss my performance. This statement best identifies which of the following guidelines to
becoming an effective follower?
107. My boss hinted about having a sexual relationship, so I reminded her that I was happily married and clearly told her I
was not interested and not to talk about it again. This statement best identifies which of the following guidelines to
becoming an effective follower?
108. When it comes to selling my points to peers, I easily get them to see things my way rather than the boss’s way due to
my seniority and popularity in this division. Identify the specific follower-influencing characteristic in this statement.
Explain your answer.
a. power position
b. locus of control
c. education and experience
ANSWER: The answer is a, power position. The leader has referent and connection power.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 246 - 248 and exhibit 7.3, p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.CA.7.4 - Concept Application 7-4
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Application
109. Many of my peers depend on me for technical assistance because I am the only one in the department who has been
trained to work with this new machine successfully. Identify the specific follower-influencing characteristic in this
statement. Explain your answer.
a. power position
b. locus of control
c. education and experience
ANSWER: The answer is c, education and experience. Being the only one in the department who
has been trained to work with a new machine is an example of an employee possessing
education and experience.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 246 - 248 and exhibit 7.3, p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.CA.7.4 - Concept Application 7-4
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Application
110. I believe that no matter what I do to try to get ahead, there are always people out there trying to sabotage my plans.
Identify the specific follower-influencing characteristic in this statement. Explain your answer.
a. power position
b. locus of control
c. education and experience
ANSWER: The answer is b, locus of control. This statement is evidence of someone who has an
external locus of control.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 246 - 248 and exhibit 7.3, p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.CA.7.4 - Concept Application 7-4
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Application
111. Recall a work unit or organization you worked at that had both in-groups and out-groups. Describe some of the ways
in which the manager's behavior and actions toward in-group and out-group members varied.
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232 - 234
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.1 - Work Application 7-1
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
112. Recall a work situation in which you were required to do something that was beyond your employment contract.
How did you respond to your manager’s request, and what consequences did it have on your relationship with him or her?
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 235 - 236
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.2 - Work Application 7-2
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
113. Recall an occasion when you had the opportunity to make a positive first impression on your manager. Describe
what tactics you employed and their effects on your manager.
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 236 - 237
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.3 - Work Application 7-3
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
114. Think of a leader you’ve had or now have a very positive high-quality relationship with. Describe some of the work-
related benefits you received that can be directly or indirectly tied to your relationship with this leader/supervisor.
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Medium
REFERENCES: p. 237 - 238
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.4 - Work Application 7-4
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
115. Give examples of how you or someone you worked with employed some of the suggested guidelines to
becoming an effective follower.
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Challenging
REFERENCES: p. 244 - 246 and exhibit 7.2 on p. 244
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.5 - Work Application 7-5
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
116. Recall a work-related incident when you felt more qualified to do the job than your boss because of your education
and experience. Describe how this characteristic enabled you to influence your boss.
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 248
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.6 - Work Application 7-6
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
117. Describe an obstacle to delegation, or sign of delegating too little, that you have observed on the job.
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.7 - Work Application 7-7
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
118. Select a manger you work or have worked for, and analyze how well he or she implements the four steps of
delegation. Which steps does the manager typically follow and not follow?
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 252 - 253 and model 7.1, p. 253
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.8 - Work Application 7-8
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
119. Recall the last time you were evaluated on the job by your manager. Describe how you felt at the end of the session.
What factors accounted for your feelings? See if some of the factors discussed in the Evaluating Followers; Guidelines
for Success section apply in your particular situation.
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 254 and exhibit 7.4, p. 255
LEARNING OBJECTIVES: MGMT.LUSS.16.W.7.9 - Work Application 7-9
NATIONAL STANDARDS: United States - BUSPROG: Analytic
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Communication - Communication Abilities
AACSB: Reflective Thinking - Reflective Thinking Skills
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
120. In your opinion, can a leader maintain a personal friendship with some members of his or her work group or team
without creating the perception of in-groups (those in his or her social circle) and out-groups (those outside his or her
social circle)?
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.CT.7.1 - Critical-Thinking Question 7-1
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
121. What should a leader do to dispel any notion or misperception that there are in-groups and out-groups in his or her
work unit?
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232 -233
LEARNING OBJECTIVES: MGMT.LUSS.16.CT.7.2 - Critical-Thinking Question 7-2
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
122. High-quality LMX relationships create a circle of reciprocity where followers feel like they should go the extra mile
for a leader who supports them and the leader feels like he or she should offer the followers more support and benefits to
keep their loyalty. Do you believe this is the case in the real world or is it something different?
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Challenging
REFERENCES: p. 235 - 238
LEARNING OBJECTIVES: MGMT.LUSS.16.CT.7.3 - Critical-Thinking Question 7-3
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
123. Movies dealing with the prison or college environment often depict one or two prisoners or students who seem to
have more influence over other prisoners or students than even the guards or administrators. Can you think of one case
and explain why the individual was influential over other prisoners or students?
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 246 - 248
LEARNING OBJECTIVES: MGMT.LUSS.16.CT.7.4 - Critical-Thinking Question 7-4
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Synthesis
124. What do you say to those who argue that tactics used by followers to get noticed by their leader (such as impressions
management, ingratiation, and self-promotion) are shameful and self-serving and should be avoided?
ANSWER: Students' answers will vary.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 246 - 248
LEARNING OBJECTIVES: MGMT.LUSS.16.CT.7.5 - Critical-Thinking Question 7.5
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
125. Can someone have a successful career by aspiring to be an effective follower? Explain.
ANSWER: Yes. Most scholars and practitioners agree that high-performing organizations have not
only good leaders but good followers, as well. Competent, confident, and motivated
followers are key to the successful performance of any leader's work group or team. By
establishing a high-quality LMX relationship, followers can have a very rewarding and
successful career.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 239 - 248
LEARNING OBJECTIVES: MGMT.LUSS.16.CT.7.6 - Critical-Thinking Question 7-6
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Application
KEYWORDS: BLOOMS: Analysis
128. The Delegation Model. You are a college professor and advisor of students. You have received the grade reports for
your advisees. You have a file folder for each advisee, which contains a form to record grades on. You are going to
delegate the task of recording grades to your graduate assistant. It should not take more than a couple of hours to do the
task. You will teach your grad assistant how to record and file the grades during your delegation of the task. For this step
of the delegation process, just state that you will teach the grad assistant how to do the task.
List the first step in the delegation model, then write what you would say to your grad assistant. Write the second through
fourth steps, followed by what you would say to the grad assistant for each step.
ANSWER: Step 1. Explain the need for delegating and the reasons for selecting the employee.
As my grad assistant, part of your job is to record grades for me.
Step 2. Set objectives that define responsibility, level of authority, and deadline.
The objective is to record all advisee student grades and file them before you leave today.
You have the authority to report. Just let me know that they are done.
129. The Delegation Model. You are a production manager in a large company. You have received a request for
information on your department by the new human resources manager. You are going to delegate the task of writing the
answers to the questions to provide the information that the human resources manager wants to your secretary, Chris.
Chris has worked for you for several years and should be able to word process the information without any help from you.
It shouldn't take more than a couple of hours to record the information.
List the first step in the delegation model, then write what you would say to your grad assistant. Write the second through
fourth steps, followed by what you would say to the grad assistant for each step.
ANSWER: Step 1. Explain the need for delegating and the reasons for selecting the employee.
Hi, Chris. I got this request for information from the new human resources manager.
Please word process the answers to the questions to save me the time of doing it.
Step 2. Set objectives that define responsibility, level of authority, and deadline.
The objective is to word process the answers within one week. You have the authority to
report. Type the answers and give the report to me to check over and sign.
130. The Delegation Model. You are a marketing manager in a medium-sized company. Your computer is getting
outdated, so you have decided to get a new one. You're not sure what make, model, or features to select. You are busy and
don't want to spend a lot of time making the selection. You have decided to let your trustworthy secretary, Chris, check
out available models and to tell you about the best three, and to suggest one model for you. You'd like the new computer
in one week.
List the first step in the delegation model, then write what you would say to your grad assistant. Write the second through
fourth steps, followed by what you would say to the grad assistant for each step.
ANSWER: Step 1. Explain the need for delegating and the reasons for selecting the employee.
Hi, Chris. I need a new computer. I'm not sure what make, model, or features to get. I
know you're more knowledgeable than I about computers so I'd like you to help me make
the selection.
Step 2. Set objectives that define responsibility, level of authority, and deadline.
The objective is to check various computer models and to present the best three to me
within one week. You have the authority to recommend. I'd like you to suggest one of the
top three for me to select.
Step 3. Develop a plan.
The plan has been made clear in Step 2.
Step 4. Establish control checkpoints and hold employees accountable.
When you have selected the top three with your recommendations, let me know. Just be
sure to get it done within one week.
POINTS: 1
DIFFICULTY: Challenging
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.DLS.7.2 - Developing Your Leadership Skills 7-2
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Skill Development
KEYWORDS: BLOOMS: Application
131. Describe the two subgroups that can form under Vertical Dyadic Linkage Theory.
ANSWER: Leaders develop positive social exchanges with a select subset of followers known as the
in-group. With another subgroup known as the out-group, leaders develop economic-
based authority relationships.
Leaders primarily use expert, referent, and reward power to influence members of the in-
group. Out-group members are more likely to be managed according to the requirements
of the employment contract. As long as such compliance is forthcoming, the out-group
follower receives the standard benefits for the job (such as a salary) and no more.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
132. Define the two kinds of relationships that can occur between a leader and followers under Leader–Member Exchange
Theory.
ANSWER: Leaders form high-quality social exchanges (based on trust and liking) with some
members and low-quality economic exchanges with others.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
133. Describe the role of the leader and follower in influencing LMX relationships.
ANSWER: The Leader’s Role.
The leader’s ability or willingness to develop a working relationship with a follower that
goes beyond an economic-based exchange (which is strictly contractual in nature) to a
socially based exchange relationship (characterized by friendship, mutual trust, loyalty,
and respect between the leader and the follower) is critical in influencing the LMX
relationship. Other factors such as a leader’s resource strength, span of control, and
ability to create a supportive work climate or environment will also greatly influence
LMX relationships.
135. Describe the two behaviors used in the Kelley model and the resulting five follower types.
ANSWER: Using a combination of two types of behavior—independent critical thinking and level of
involvement in organizational affairs—Kelley groups followers into five categories. The
independent critical-thinking variable is on a continuum from low to high and the level
of involvement
on a continuum from low to high as well. The five basic follower types are: alienated,
passive, conformist, pragmatic, and effective follower.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 239 - 246
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
136. Briefly describe the three factors than can enhance a follower’s influence.
ANSWER: The three follower-influencing characteristics are the following: (1) Relative power
position—leaders need to realize that followers also have the power to influence them.
(2) Locus of control—followers can have an internal or external locus of control, based
on their belief about who is the master of their destiny. Thus, leader–member exchanges
should be different based on locus of control. (3) Education and experience—
leaders need to realize that followers may have different levels of education and
experience and that they need to supervisethem differently.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 246 - 249
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
138. An effective evaluation should accomplish at least three things. Name them.
ANSWER: An effective evaluation should:
• Describe behavior, performance, and results the leader has observed
• Explain, illustrate, and support the leader’s conclusions
• Tell employees clearly what they are doing well and describe what they need to
improve.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 254 - 255
LEARNING OBJECTIVES: MGMT.LUSS.16.07-08 - LO: 07-08
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
139. Describe the inherent bias of LMX theory and how it can lead to unintended consequences.
ANSWER: When selected group members demonstrate loyalty, commitment, dedication, and trust,
they win the liking of leaders as a result, who subsequently give them higher performance
ratings. These ratings, which may or may not be tied to actual performance, then
influence the member’s reputation and often become a matter of record. The ratings may
be used—formally or informally—in future selection, development, and promotion
decisions to the exclusion of other group members who (regardless of their work
performance) are not similar to, familiar to, and well liked by their leader. Thus, the
development of high-quality LMX relations could result in negative consequences and
discrimination against out-group members who may pay a price for not maintaining the
same social equity with their leaders as in-group members.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 239
LEARNING OBJECTIVES: MGMT.LUSS.16.R.7.3 - Review Question 7-3
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
140. How do education and experience, described as followerinfluencing characteristics, affect effective followership?
ANSWER: Followers with valuable skills and experience may be able to use their expert power to
influence other followers and even the leader. The experienced and educated follower
can be much more influential with other followers than can the leader. As workers’
education and experience increase, they tend to reject top-down directive leadership.
Leaders who ignore this fact will face higher employee dissatisfaction and turnover and
miss out on the benefits of utilizing the talents of effective followers.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 248
LEARNING OBJECTIVES: MGMT.LUSS.16.R.7.4 - Review Question 7-4
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
AACSB: Communication - Communication Abilities
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
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Mutta miestänsä Priidikiä hän päinvastoin rukoili laittamaan uudet
lujat luukut navettaan ja vielä niihin rautakangenkin varmemmaksi
vakuudeksi, ja hän myös hankkei uuden ja äkäisen pihakoiran. Eikä
hän kertaakaan tänä keväänä päästänyt paimenta karjan kanssa
kotilaidunta kauvemmaksi, vaikka tosin sudella suven tullen on
muutakin riistaa ravinnoksensa kuin raavaskarjaa, niinkuin jäniksiä,
kettuja, siilejä ynnä metsälintuja. Mutta tämäpä Susi ei
himoinnutkaan hiehoja eikä lampaita eikä myös nuoria varsoja, vaan
yhden nuoren kaunokaisen vaimonpuolen sielua ja ruumista se
saaliiksensa tavoitteli, sillä se oli Helvetin lähetti.
Niin Aalo tänä keväänä myös visusti varoi itse yksin suolle
menemästä elikkä etäämmäksi metsään, niinkuin siellä olisi
mitämaks vaara väijynyt. Sillä vielä ei hän ollut Kasteen Liittonsa
lupausta tyystin unhoittanut, vaan pyhitetyn veden vaikutus yhä
varjeli hänen sieluansa. Mutta vaikka hän näin kauvan aikaa pelvon
ja halun vaiheilla viipyi, niin hän kuitenkin kypsyi kaipauksensa
tulessa, niinkuin laiho helteessä sitä tiimaa varten, kuin tuleva oli.
Mutta susia oli suosaarella suuri joukko, vaikka oli suvinen aika,
niinkuin olisivat kaikki Kõpun korvet ja Kõrgessaaren varjokätköt
valvattinsa luovuttaneet, ja kaikki Muhun sekä Saarenmaan ja vielä
mannermaankin sudet heidän laumaansa liittyneet. Ja he istuivat
isossa piirissä, niinkuin neuvoa pitäen, tuuhea häntä kantapäillä, ja
turkki takkuisena, vaan eivät ulvoneet.
6.
Vaan koko suo ja korpi oli täynnänsä hajuja, joita hän ei vielä
milloinkaan ihmishahmossansa ollut tähdellepannut, ja nämä hajut
tosin ärsyttivät häntä sangen kiivaasti, niinkuin olisi hänen ollut
juostava itsekunkin jäljessä. Sillä ratki ihmeellisellä muotoa, jota ei
selvittää taida, hän tarkoillensa tiesi, mikä haju millekin metsän
elävälle kuului. Niin hän sieraimissansa vainusi jo kaukaa niinkuin
tuiki tuttuna oravan elikkä ketun hajun, mutta myös kurpan, teirin
elikkä metson ja vielä lisäksi siilin sekä jäniksenkin.
Hän näki ison suden, joka oli niinkuin kaikkien susien päämies ja
väkevämpi muita, karkaavan hiehon kimppuun ja sen kaulasuonet
katkaisevan.
Ja senjälkeen tuli hänen ylitsensä suuri huume, niin ettei hän enää
mitäkään selkiästi tajunnut, vaan viimeisetkin rippeet ihmisen
luonnostansa ratki unhoitti. Vaan hän susien, siskojensa ja veljiensä
mukana kaatuneen hiehon kimppuun karkasi, ja he sen yhteisesti
repelivät.
Niin hän tiesi yhtäkkiä, että tämä susi oli häntä suolle kolmasti
kutsunut ja häntä noutamaan tullut.
Sillä tämä susi oli Diabolus sylvarum elikkä Metsän Henki, vaikka
hän nyt vasta oikian hahmonsa edestoi.
Mutta koska Aalo jälleen havasi, näki hän lepäävänsä ison kiven
kupeella, lähellä kotipirttiänsä Pühalepassa, ja sudennahka oli hänen
vieressänsä. Niin aurinko juuri lyhyeltä yönlevoltansa nousi, ja Aalo
silloin nopiasti sudennahan kiven koloon lymytti ja kotiansa
vuoteellensa kiiruhti, ennenkuin kukaan ennättäisi hänen
poissaoloansa tähdelle panna.
7.
Näin oli öisin Suden ja Metsän Henki väkevä hänessä, ja hän oli
altis tekemään, mitä ikänänsä Diabolus sylvarum hänen käski,
vaikka se olisi ryöstö elikkä murha ollut elikkä myös Kaikkein
Korkeimman solvaisu.
»Nyt on minulta taas paras uuhi tiessään, sillä viime yönä raateli
sen metsänhalli.»
»O, tätä perisynnin pinttymystä! Vaan toiset taas hokee, ettei ole
tarvis muuta kuin kolmasti kontata puun juuren alitse elikkä kolmasti
kiven ympäri juosta, loihdut lukien, ja jo ihmissusi valmis.»
8.
»Päivät ovat päivän askarrusta, mutta yöt yön lepoa varten. Ethän
ennen ole öisin metsiä käynyt?»
Niin hän työnsi vaimonsa Aalon loitommaksi, että hän tätä vierasta
hajua oudoksui eikä omaksunut, ja se hänen luontoansa vastaan oli,