Contemporary Management 11th Edition Test Bank Chapter 14

Leadership, Chapter 14
ch10
Student: ___________________________________________________________________________
1. When leaders are effective, their influence often detracts from goal attainment.
True False
2. Research suggests that European managers tend to be more people-oriented than American managers are.
True False
3. In general, U.S. organizations tend to have a long-run profit orientation.
True False
4. In general, Japanese organizations tend to have a short-run profit orientation.
True False
5. The authority that a manager has based on the manager's position in the organization's hierarchy is known
as expert power.
True False
6. Choice of job assignment to a subordinate is a part of a tangible reward.
True False
7. The ability of a manager to punish subordinates is known as coercive power.
True False
8. The power of a manager that is based on that manager's specialized knowledge or skills is known as expert
power.
True False
9. The power that comes from a manager's admiration and loyalty from subordinates and coworkers is known
as legitimate power.
True False
10. Empowerment gives managers more time to concentrate on their pressing concerns because they spend less
time on day-to-day supervisory activities.
True False
11. "Trait" models may include characteristics such as skills, abilities, knowledge, and expertise.
True False
12. The complete key to understanding leader effectiveness is to understand a leader's traits.
True False
13. When leaders show their subordinates that they trust and respect them, they are engaging in initiating
structure.
True False
14. When leaders take steps to ensure that subordinates perform their tasks in an acceptable fashion, this is
known as consideration.
True False
15. According to contingency models of leadership, the behaviors that make a manager effective in one
situation are not necessarily the ones that will make that same manager effective in a different situation.
True False
16. Contingency models of leadership take into account the context within which the manager acts.
True False
17. Contingency models suggest that a manager who is effective in one situation is likely to be effective in all
leadership situations.
True False
18. Fiedler's contingency model of leadership helps to explain why a particular individual may be an effective
leader in one type of situation and an ineffective leader in another situation.
True False
19. According to Fiedler, task-oriented leaders are primarily concerned with developing good working
relationships with their subordinates.
True False
20. According to Fiedler, relationship-oriented leaders are primarily concerned with insuring that subordinates
perform their work activities at a high quality level.
True False
21. According to Fiedler, the extent to which subordinates trust and are loyal to a leader is known as task
structure.
True False
22. According to Fiedler, the extent to which the work is clear-cut so that subordinates know what is expected
of them is known as leader-member relations.
True False
23. The amount of legitimate power a leader has by means of the leader's position in the organization's
hierarchy is known as position power.
True False
24. Path-goal theory focuses on what a leader can do to motivate subordinates to achieve organizational goals.
True False
25. Path-goal theory is one of the contingency models of leadership.
True False
26. Participative behavior is similar to consideration.
True False
27. Anything that acts in place of a leader so that leadership is unnecessary is known as a leadership substitute.
True False
28. According to the leadership substitutes model, sometimes managers do not need to exert influence over
their subordinates.
True False
29. The leader substitutes model is not a contingency model of leadership.
True False
30. When transformational leadership occurs, organizations are changed but subordinates stay the same.
True False
31. Transformational managers are charismatic leaders.
True False
32. Managers who appear to be quiet and earnest cannot be charismatic.
True False
33. Transformational leaders do not engage in transactional leadership.
True False
34. Subordinates trying to resist the influence of female managers more than male managers is one of the
reasons for female managers being more directive.
True False
35. A key finding in the research literature is that male and female managers do not differ significantly in their
propensity to perform leader behaviors.
True False
36. Leaders' moods and emotions influence their effectiveness as leaders.
True False
37. Emotional intelligence in a leader encourages followers to be creative because the followers are more likely
to take risks.
True False
38. The process by which one person exerts influence over others and inspires, motivates, and directs their
activities is known as:
A. empowerment.
B. time management.
C. leadership.
D. change management.
E. legitimate power.
39. The person who inspires, motivates, and directs the activities of others so that they work toward
organizational goals is known as a(n):
A. follower.
B. leadership substitute.
C. coercive leader.
D. leader.
E. manager.
40. The specific ways in which a manager chooses to influence others is known as that manager's:
A. legitimate power.
B. coercive power.
C. reward power.
D. expert power.
E. personal leadership style.
41. According to the text, which of the following is the highest in European managers, when compared to that
of Japanese and American managers?
A. Collectivism
B. Individualism
C. People-orientation
D. Uncertainty avoidance
E. Masculinity
42. Which of the following culture in Japan places prime emphasis on the group rather than the individual?
A. Collectivism
B. Individualism
E. Masculinity
43. The ability of a leader to get others to act in certain ways is known as that leader's:
A. power.
B. initiating structure.
C. consideration.
D. task-orientation.
E. task structure.
44. The authority that a manager has because of his position in the organizational hierarchy is known as:
A. coercive power.
B. legitimate power.
C. reward power.
D. referent power.
E. expert power.
45. Joe, a manager, can hire a new supervisor for his division. Which of the following best describes Joe's
power?
A. Reward power
B. Referent power
C. Legitimate power
D. Coercive power
E. Expert power
46. Aricelli, a manager, negotiates with her superior to expand her authority to initiate proposals for possible
new product launches. Aricelli is trying to increase which of the following?
A. Reward power
B. Referent power
C. Coercive power
D. Legitimate power
E. Expert power
47. Which of the following is an example of a tangible reward that managers can give or withhold?
A. Choice of job assignments

B. Verbal praise
C. A pat on the back
D. Respect
E. Taking advice from a subordinate on important decisions
48. The ability of a manager to give outcomes to or withhold outcomes from subordinates is known as:
B. reward power.
C. expert power.
D. referent power.
E. coercive power.
49. Which of the following is an example of the legitimate power of a manager?
A. A pay raise
B. A bonus
C. A desirable job assignment
D. Verbal praise
E. Appraisals of subordinates
50. Which of the following is related to the punishment of subordinates?
A. Reward power
B. Legitimate power
C. Referent power
D. Expert power
E. Coercive power
51. Which of the following is an example of the coercive power of a manager?
A. Appraisals of subordinates
B. Monitoring subordinates
C. Respect for a subordinate
D. Hiring of subordinates
E. Dismissal of a subordinate
52. Which type of power is based on the specialized knowledge and skills of the leader?
A. Legitimate power
B. Referent power
C. Expert power
D. Coercive power
E. Reward power
53. Omar, a marketing manager who has extensive former experience as a product line manager, advises a
subordinate on a marketing plan. In this situation, which of the following type of power is Omar exerting?
A. Coercive power
B. Empowerment power
C. Expert power
D. Consideration power
E. Reward power
54. Andrew Grove, CEO of Intel, holds a Ph.D. in chemical engineering and is very knowledgeable about
the microprocessors that Intel produces. He advises an R&D scientist about a possible new product idea.
Considering the situation, which type of power does Grove have?
A. Expert power
C. Consideration power
D. Relationship-oriented power
E. Coercive power
55. Bill Gates, the chairman of Microsoft, has a great deal of experience in software programming design.
He advises an R&D manager about how to design a new type of software for personal computers. In this
situation, which of the following best describes Bill Gates power?
A. Referent power
B. Relationship-oriented power
C. Empowerment power
E. Expert power
56. The power of a leader that comes from the respect and loyalty of subordinates is known as:
A. reward power.
C. coercive power.
D. referent power.
E. position power.
57. Ford Motor Co. gives assembly-line workers the authority to shut down the production line whenever they
believe that there is a quality defect in the production process. Which of the following best describes the
situation?
A. Empowerment
D. Referent power
E. Charismatic power
58. The process of giving all employees the authority to make decisions and be responsible for their outcomes
is known as:
A. coercion.
B. leadership.
C. empowerment.
D. referent power.
E. task structure.
59. TWA gives its gate supervisors the authority to decide when to give a free ticket for a future flight to a
passenger who has volunteered to give up his seat when a flight has been overbooked. This is an example
of:
A. facilitation.
B. leader substitution.
C. bureaucracy.
D. charisma.
E. empowerment.
60. A factory supervisor gives the responsibility to a production worker to reject any parts that worker feels do
not measure up to the required quality standards. This is an example of:
A. transformation
B. transaction
C. empowerment
D. directive leadership
E. relationship-oriented power
61. A production supervisor delegates to a production worker the responsibility to schedule his own work
activities depending on the job requirements on the daily schedule. Which of the following best describes
this situation?
A. Initiating structure
B. Empowerment
C. An unfavorable leadership situation
D. Participation
E. Escalation of commitment
62. Which theory of leadership is based on the premise that effective leaders possess personal qualities that set
them apart from ineffective leaders?
A. Task-oriented model.
B. Path-goal model.
C. Contingency model.
D. Trait model.
E. Relationship-oriented model.
63. According to the trait model, which of the following trait of leadership helps managers deal with
uncertainty and make difficult decisions?
A. Dominance
B. Integrity and honesty
C. Maturity
D. Tolerance for stress
E. Intelligence
64. According to the trait model, which of the following trait of leadership helps managers avoid acting
selfishly, control their feelings, and admit when they have made a mistake?
A. Dominance
C. Maturity
E. Intelligence
65. When a leader shows trust for a subordinate, this is known as which type of behavior?
B. Consideration
C. Empowerment
D. Escalation of commitment
E. Task-oriented
66. Meg, a manager at XYZ Company, stages friendly competitions between her teams of workers and rewards
them with donuts every Friday morning. We say that she has engaged in which type of behavior?
B. Consideration
C. Empowerment
D. Task-structure
67. When a leader assigns work to a subordinate and makes sure that the work gets done acceptably, the leader
is engaging in which type of behavior?
A. Empowerment
B. Initiating structure
C. Consideration
D. Relationship-oriented
E. Expert power
68. When a leader motivates subordinates to do a good job, the leader is engaging in which type of behavior?
A. Consideration
B. Expert power
C. Coercive power
D. Empowerment
E. Initiating structure
69. When Michael Teckel, manager of an upscale shoe store, gives a training class to his subordinates, we say
that he is engaged in which type of behavior?
B. Empowerment
C. Task-structure
D. Expert power
E. Consideration
70. A supermarket manager schedules the workers in the supermarket to ensure that enough cash register
clerks are available at different times during the day to handle the expected demand from customers. This
manager has engaged in which type of behavior?
A. Relationship-oriented
B. Consideration
C. Initiating structure
D. Empowerment
E. Referent power
71. A store manager at an electronics store encourages the sales staff to avoid the "hard-sell approach" and
to focus on attempting to satisfy each customer's personal needs. This is an example of which type of
behavior?
B. Consideration
C. Empowerment
D. Referent power
E. None of the above
72. Leadership theories that propose that the effectiveness of a leader depends on the situation in which the
leader finds herself are known as:
A. trait models.
B. contingency models.
C. empowerment models.
D. path-goal models.
E. leadership substitute models.
73. Which type of leader is primarily concerned with ensuring that subordinates perform their work at a high
quality level?
A. Considerate
B. Task-oriented
C. LPC
E. Situation-oriented
74. According to Fiedler, the extent to which subordinates trust and are loyal to their superior is known as:
A. empowerment relations.
B. task-oriented relations.
C. leader-member relations.
D. initiating structure relations.
E. position power relations.
75. According to Fiedler, the extent to which the work of subordinates is clear so that they know what to do
and how to do it is known as:
A. consideration structure.
B. task structure.
C. empowerment structure.
D. leader-member relations.
E. charismatic leadership.
76. According to Fiedler's model, when a situation is very unfavorable for a leader, she will be more effective
if she is:
A. task-oriented
B. relationship-oriented
C. participative
D. autocratic
E. balanced between task- and relationship-orientation
77. The contingency model that focuses on how managers motivate subordinates by identifying their desired
outcomes, rewarding them for high performance and the attainment of work goals with these desired
outcomes is the:
A. Transformational leadership theory.

B. House's path-goal theory.
C. Leader substitutes model.
D. Fiedler's model.
E. Transactional leadership theory.
78. Which of the following is NOT a kind of leader behavior described in the path-goal model?
A. Achievement-oriented
B. Participative
C. Supportive
D. Directive
79. Which of the following type of behavior is similar to "initiating structure" of the behavior model?
A. Consideration
B. Directive behavior
C. Supportive behavior
D. Participative behavior
E. Achievement-oriented behavior
80. Which of the following type of behavior is similar to "consideration" of the behavior model?
81. Anything that acts in place of a leader so that leadership is unnecessary is known as:
A. empowerment.
C. consideration.
D. a leadership substitute.
E. referent power.
82. Which of the following is NOT a potential leadership substitute?
A. Subordinates' skill levels

B. Interesting work
C. Self-managing work groups
D. Ambiguous, novel situations
E. Empowerment
83. Leadership that makes subordinates aware of their jobs' importance to the organization is called:
A. consideration leadership.
B. empowerment leadership.
C. transformational leadership.
D. transactional leadership.
E. path-goal leadership.
84. An enthusiastic, self-confident leader who is able to clearly communicate his/her vision of how good things
could be is known as a:
A. transformational leader.
B. charismatic leader.
C. transactional leader.
D. path-goal leader.
E. considerate leader.
85. A manager shares information with subordinates in such a way that they become aware of problems and the
need for change, take ownership, and view problems as challenges. This manager has engaged in:
A. initiating structure.
B. developmental consideration.
C. charisma.
D. intellectual stimulation.
E. expert power.
86. A manager goes out of his way to give subordinates opportunities to increase their skills and capabilities.
This manager is engaging in:
C. charisma.
E. expert power.
87. Leaders that motivate subordinates primarily by rewarding and reprimanding are called:
A. transformational leadership.
B. transactional leadership.
C. structured leadership.
D. considerate leadership.
E. intellectually stimulating leadership.
88. A manager who is a transactional leader:
A. uses punishment and extinction

B. communicates vision to subordinates
C. intellectually stimulates subordinates
D. encourages subordinates to grow
E. can never also be a transformational leader
89. Compared to men, women tend to:
A. be more considerate.
B. be less engaged in initiating structure.
C. be more participative.
D. make more decisions on their own.
E. punish subordinates more harshly.
90. Compared to women, men tend to:
A. be more participative
B. initiate structure more
C. be harsher when punishing workers
D. be more effective leaders
E. seek subordinates' input into decisions
91. An emotionally intelligent leader is more likely to have _____ subordinates than non-EI managers.
A. conforming
B. dissatisfied
C. creative
D. moody
E. influential
92. Choose three types of power that are available to a manager and explain what they mean. Give a specific
example of each one of them in terms of how a manager could make use of that type of power when
working with a subordinate.
93. Discuss the various ways in which a manager could increase his or her "expert power" in dealing with
subordinates.
94. Explain how the concept of "empowerment" can make a leader even more effective in his or her dealings
with subordinates.
95. Explain what a "trait model" of leadership is. Name at least four traits related to effective leadership and
briefly explain how each could help a leader perform her job better. What does research tell us about trait
theories of leadership?
96. Explain what the "behavior model" of leadership is. Describe the basic kinds of leader behavior, and give at
least two examples of each.
97. Discuss the three situational determinants in Fiedler's leadership theory that allow a leader to determine the
favorableness or unfavorableness of a situation for leading. Give a specific example of how each of these
determinants would work in a specific business situation of your choosing.
98. Path-goal theory provides managers with three guidelines for becoming an effective leader. Discuss these
guidelines and give a specific example of how a manager could follow each of these guidelines when
working with a subordinate.
99. Path-goal theory identifies four types of behaviors in which leaders can engage in order to motivate their
subordinates. Discuss these types of behaviors and give one specific management example of how a
manager could act according to each of these.
100.Explain the leader substitutes model. What is the advice this model offers to managers?
101.Explain what is meant by the concept of "transformational leadership" and give three specific examples of
how a leader would act according to this theory in a specific business situation of your choosing.
102.Compare and contrast "transformational leadership" with "transactional leadership." Which one of these
theories makes more sense to you? Defend your answer.
103.Do men and women differ in their personal leadership styles? Explain. If so, explain why this might be
true.
104.Name and explain at least 3 ways that emotional intelligence can increase leader effectiveness.
ch10 Key
1. When leaders are effective, their influence often detracts from goal attainment.
(p. 329)
FALSE
AACSB: Analytic
Bloom's Taxonomy: Knowledge
Difficulty: Easy
Jones - Chapter 10 #1
Learning Objective: 10-1
Topic: The Nature of Leadership
2. Research suggests that European managers tend to be more people-oriented than American managers
(p. 331) are.
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: Leadership Styles across Cultures
3. In general, U.S. organizations tend to have a long-run profit orientation.

(p. 332)
FALSE
AACSB: Analytic
Difficulty: Moderate
4. In general, Japanese organizations tend to have a short-run profit orientation.

(p. 332)
FALSE
AACSB: Analytic
5. The authority that a manager has based on the manager's position in the organization's hierarchy is
(p. 332) known as expert power.
FALSE
AACSB: Analytic
Difficulty: Easy
Topic: Legitimate Power
6. Choice of job assignment to a subordinate is a part of a tangible reward.
(p. 333)
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: Reward Power
7. The ability of a manager to punish subordinates is known as coercive power.

(p. 333)
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: Coercive Power
8. The power of a manager that is based on that manager's specialized knowledge or skills is known as
(p. 333) expert power.
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: Expert Power
9. The power that comes from a manager's admiration and loyalty from subordinates and coworkers is
(p. 334) known as legitimate power.
FALSE
AACSB: Analytic
Difficulty: Easy
Topic: Expert Power
10. Empowerment gives managers more time to concentrate on their pressing concerns because they spend
(p. 335) less time on day-to-day supervisory activities.
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: Empowerment: An Ingredient in Modern Management
11. "Trait" models may include characteristics such as skills, abilities, knowledge, and expertise.
(p. 335)
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: The Trait Model
12. The complete key to understanding leader effectiveness is to understand a leader's traits.
(p. 335)
FALSE
AACSB: Analytic
13. When leaders show their subordinates that they trust and respect them, they are engaging in initiating
(p. 336) structure.
FALSE
AACSB: Analytic
Difficulty: Easy
Topic: Consideration
14. When leaders take steps to ensure that subordinates perform their tasks in an acceptable fashion, this is
(p. 336) known as consideration.
FALSE
AACSB: Analytic
Difficulty: Easy
Topic: Initiating Structure
15. According to contingency models of leadership, the behaviors that make a manager effective in one
(p. 337) situation are not necessarily the ones that will make that same manager effective in a different situation.
TRUE
AACSB: Analytic
Topic: Contingency Models of Leadership
16. Contingency models of leadership take into account the context within which the manager acts.
(p. 337)
TRUE
AACSB: Analytic
17. Contingency models suggest that a manager who is effective in one situation is likely to be effective in
(p. 337) all leadership situations.
FALSE
AACSB: Analytic
Difficulty: Easy
18. Fiedler's contingency model of leadership helps to explain why a particular individual may be an
(p. 337) effective leader in one type of situation and an ineffective leader in another situation.
TRUE
AACSB: Analytic
Bloom's Taxonomy: Comprehension
19. According to Fiedler, task-oriented leaders are primarily concerned with developing good working
(p. 338) relationships with their subordinates.
FALSE
AACSB: Analytic
Topic: Leader Style
20. According to Fiedler, relationship-oriented leaders are primarily concerned with insuring that
(p. 338) subordinates perform their work activities at a high quality level.
FALSE
AACSB: Analytic
Difficulty: Easy
Topic: Leader Style
21. According to Fiedler, the extent to which subordinates trust and are loyal to a leader is known as task
(p. 338) structure.
FALSE
AACSB: Analytic
Difficulty: Easy
Topic: Situational Characteristics
22. According to Fiedler, the extent to which the work is clear-cut so that subordinates know what is
(p. 338) expected of them is known as leader-member relations.
FALSE
AACSB: Analytic
Difficulty: Easy
23. The amount of legitimate power a leader has by means of the leader's position in the organization's
(p. 339) hierarchy is known as position power.
TRUE
AACSB: Analytic
Difficulty: Easy
24. Path-goal theory focuses on what a leader can do to motivate subordinates to achieve organizational
(p. 340) goals.
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: House's Path-Goal Theory
25. Path-goal theory is one of the contingency models of leadership.

(p. 340)
TRUE
AACSB: Analytic
26. Participative behavior is similar to consideration.

(p. 340)
FALSE
AACSB: Analytic
Difficulty: Easy
27. Anything that acts in place of a leader so that leadership is unnecessary is known as a leadership
(p. 341) substitute.
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: The Leader Substitutes Model
28. According to the leadership substitutes model, sometimes managers do not need to exert influence over
(p. 341) their subordinates.
TRUE
AACSB: Analytic
29. The leader substitutes model is not a contingency model of leadership.

(p. 341)
FALSE
AACSB: Analytic
Difficulty: Easy
30. When transformational leadership occurs, organizations are changed but subordinates stay the same.
(p. 342)
FALSE
AACSB: Analytic
Topic: Transformational Leadership
31. Transformational managers are charismatic leaders.

(p. 342)
TRUE
AACSB: Analytic
Difficulty: Easy
32. Managers who appear to be quiet and earnest cannot be charismatic.

(p. 343)
FALSE
AACSB: Analytic
Difficulty: Easy
Topic: Being a Charismatic Leader
33. Transformational leaders do not engage in transactional leadership.
(p. 345)
FALSE
AACSB: Analytic
Difficulty: Easy
Topic: The Distinction between Transformational and Transactional Leadership
34. Subordinates trying to resist the influence of female managers more than male managers is one of the
(p. 346) reasons for female managers being more directive.
FALSE
AACSB: Analytic
Topic: Gender and Leadership
35. A key finding in the research literature is that male and female managers do not differ significantly in
(p. 346) their propensity to perform leader behaviors.
TRUE
AACSB: Analytic
Difficulty: Easy
36. Leaders' moods and emotions influence their effectiveness as leaders.

(p. 347)
TRUE
AACSB: Analytic
Difficulty: Easy
Topic: Emotional Intelligence and Leadership
37. Emotional intelligence in a leader encourages followers to be creative because the followers are more
(p. 347) likely to take risks.
TRUE
AACSB: Analytic
Difficulty: Easy
38. The process by which one person exerts influence over others and inspires, motivates, and directs their
(p. 328) activities is known as:
A. empowerment.
B. time management.
C. leadership.
D. change management.
E. legitimate power.
Leadership is the process by which a person exerts influence over other people and inspires, motivates,
and directs their activities to help achieve group or organizational goals.
AACSB: Analytic
Difficulty: Easy
39. The person who inspires, motivates, and directs the activities of others so that they work toward
(p. 328) organizational goals is known as a(n):
A. follower.
B. leadership substitute.
C. coercive leader.
D. leader.
E. manager.
Leadership is the process by which a person exerts influence over other people and inspires, motivates,
and directs their activities to help achieve group or organizational goals. The person who exerts such
influence is a leader.
AACSB: Analytic
Difficulty: Easy
40. The specific ways in which a manager chooses to influence others is known as that manager's:
(p. 329)
B. coercive power.
C. reward power.
D. expert power.
E. personal leadership style.
A manager's personal leadership style is, the specific ways in which a manager chooses to influence
other people—shapes the way that manager approaches planning, organizing, and controlling.
AACSB: Analytic
Difficulty: Easy
Topic: Personal Leadership Style and Managerial Tasks
41. According to the text, which of the following is the highest in European managers, when compared to
(p. 331) that of Japanese and American managers?
A. Collectivism
B. Individualism
E. Masculinity
European managers tend to be more humanistic or people-oriented than both Japanese and American
managers.
AACSB: Multicultural/Diversity understanding

42. Which of the following culture in Japan places prime emphasis on the group rather than the individual?
(p. 331)
A. Collectivism
B. Individualism
E. Masculinity
The collectivistic culture in Japan places prime emphasis on the group rather than the individual, so the
importance of individuals' own personalities, needs, and desires is minimized.
AACSB: Multicultural/Diversity understanding

Difficulty: Easy
43. The ability of a leader to get others to act in certain ways is known as that leader's:
(p. 332)
A. power.
C. consideration.
D. task-orientation.
E. task structure.
No matter what one's leadership style, a key component of effective leadership is found in the power the
leader has to affect other people's behavior and get them to act in certain ways.
AACSB: Analytic
Difficulty: Easy
Topic: Power: The Key to Leadership
44. The authority that a manager has because of his position in the organizational hierarchy is known as:
(p. 332)
A. coercive power.
C. reward power.
D. referent power.
E. expert power.
Legitimate power is the authority a manager has by virtue of his or her position in an organization's
hierarchy.
AACSB: Analytic
Difficulty: Easy
45. Joe, a manager, can hire a new supervisor for his division. Which of the following best describes Joe's
(p. 332) power?
A. Reward power
B. Referent power
C. Legitimate power
D. Coercive power
E. Expert power
Legitimate powers include the power to hire new employees, assign projects to subordinates, monitor
their work, and appraise their performance.
AACSB: Reflective Thinking

Bloom's Taxonomy: Application
46. Aricelli, a manager, negotiates with her superior to expand her authority to initiate proposals for
(p. 332) possible new product launches. Aricelli is trying to increase which of the following?
A. Reward power
B. Referent power
C. Coercive power
D. Legitimate power
E. Expert power
The authority to initiate proposals for possible new product launches is a part of legitimate power.
AACSB: Analytic
47. Which of the following is an example of a tangible reward that managers can give or withhold?
(p. 333)
A. Choice of job assignments

B. Verbal praise
C. A pat on the back
D. Respect
E. Taking advice from a subordinate on important decisions
Reward power is the ability of a manager to give or withhold tangible rewards (pay raises, bonuses, and
choice of job assignments) and intangible rewards (verbal praise, a pat on the back, respect).
AACSB: Analytic
Topic: Reward Power
48. The ability of a manager to give outcomes to or withhold outcomes from subordinates is known as:
(p. 333)
B. reward power.
C. expert power.
D. referent power.
E. coercive power.
choice job assignments) and intangible rewards (verbal praise, a pat on the back, respect).
AACSB: Analytic
Difficulty: Easy
Topic: Reward Power
49. Which of the following is an example of the legitimate power of a manager?

(p. 332)
A. A pay raise
B. A bonus
C. A desirable job assignment
D. Verbal praise
E. Appraisals of subordinates
hierarchy. All the other distracters are examples of the reward power.
AACSB: Analytic
50. Which of the following is related to the punishment of subordinates?
(p. 333)
A. Reward power
B. Legitimate power
C. Referent power
D. Expert power
E. Coercive power
Coercive power is the ability of a manager to punish others.
AACSB: Analytic
Difficulty: Easy
51. Which of the following is an example of the coercive power of a manager?

(p. 333)
A. Appraisals of subordinates
B. Monitoring subordinates
C. Respect for a subordinate
D. Hiring of subordinates
E. Dismissal of a subordinate
AACSB: Analytic
52. Which type of power is based on the specialized knowledge and skills of the leader?
(p. 333)
A. Legitimate power
B. Referent power
C. Expert power
D. Coercive power
E. Reward power
Expert power is based on the special knowledge, skills, and expertise that a leader possesses.
AACSB: Analytic
Difficulty: Easy
Topic: Expert Power
53. Omar, a marketing manager who has extensive former experience as a product line manager, advises
(p. 333) a subordinate on a marketing plan. In this situation, which of the following type of power is Omar
exerting?
A. Coercive power
C. Expert power
E. Reward power

Topic: Expert Power
54. Andrew Grove, CEO of Intel, holds a Ph.D. in chemical engineering and is very knowledgeable about
(p. 333) the microprocessors that Intel produces. He advises an R&D scientist about a possible new product idea.
Considering the situation, which type of power does Grove have?
A. Expert power
D. Relationship-oriented power
E. Coercive power

Topic: Expert Power
55. Bill Gates, the chairman of Microsoft, has a great deal of experience in software programming design.
(p. 333) He advises an R&D manager about how to design a new type of software for personal computers. In
this situation, which of the following best describes Bill Gates power?
A. Referent power
C. Empowerment power
E. Expert power

Topic: Expert Power
56. The power of a leader that comes from the respect and loyalty of subordinates is known as:
(p. 334)
A. reward power.
C. coercive power.
D. referent power.
E. position power.
Referent power is the power that comes from subordinates' and coworkers' respect, admiration, and
loyalty.
AACSB: Analytic
Difficulty: Easy
Topic: Referent Power
57. Ford Motor Co. gives assembly-line workers the authority to shut down the production line whenever
(p. 334) they believe that there is a quality defect in the production process. Which of the following best
describes the situation?
A. Empowerment
D. Referent power
E. Charismatic power
Empowerment is the process of giving employees at all levels the authority to make decisions, be
responsible for their outcomes, improve quality, and cut costs.

Difficulty: Hard
58. The process of giving all employees the authority to make decisions and be responsible for their
(p. 334) outcomes is known as:
A. coercion.
B. leadership.
C. empowerment.
D. referent power.
E. task structure.
Empowerment is the process of giving employees at all levels the authority to make decisions, be
responsible for their outcomes, improve quality, and cut costs.
AACSB: Analytic
Difficulty: Easy
59. TWA gives its gate supervisors the authority to decide when to give a free ticket for a future flight
(p. 334) to a passenger who has volunteered to give up his seat when a flight has been overbooked. This is an
example of:
A. facilitation.
B. leader substitution.
C. bureaucracy.
D. charisma.
E. empowerment.
When workers are given the authority to make decisions, empowerment has occurred.

Difficulty: Hard
60. A factory supervisor gives the responsibility to a production worker to reject any parts that worker feels
(p. 334) do not measure up to the required quality standards. This is an example of:
A. transformation
B. transaction
C. empowerment
D. directive leadership
E. relationship-oriented power

61. A production supervisor delegates to a production worker the responsibility to schedule his own
(p. 334) work activities depending on the job requirements on the daily schedule. Which of the following best
describes this situation?
B. Empowerment
C. An unfavorable leadership situation
D. Participation

62. Which theory of leadership is based on the premise that effective leaders possess personal qualities that
(p. 335) set them apart from ineffective leaders?
A. Task-oriented model.
B. Path-goal model.
C. Contingency model.
D. Trait model.
E. Relationship-oriented model.
The trait model of leadership focused on identifying the personal characteristics that cause effective
leadership. Researchers thought effective leaders must have certain personal qualities that set them apart
from ineffective leaders and from people who never become leaders.
AACSB: Analytic
Difficulty: Easy
63. According to the trait model, which of the following trait of leadership helps managers deal with
(p. 336) uncertainty and make difficult decisions?
A. Dominance
C. Maturity
E. Intelligence
Tolerance for stress helps managers deal with uncertainty and make difficult decisions (Table 10.1).
AACSB: Analytic
64. According to the trait model, which of the following trait of leadership helps managers avoid acting
(p. 336) selfishly, control their feelings, and admit when they have made a mistake?
A. Dominance
C. Maturity
E. Intelligence
Maturity helps managers avoid acting selfishly, control their feelings, and admit when they have made a
mistake (Table 10.1).
AACSB: Analytic
65. When a leader shows trust for a subordinate, this is known as which type of behavior?
(p. 336)
B. Consideration
C. Empowerment
D. Escalation of commitment
E. Task-oriented
Leaders engage in consideration when they show their subordinates that they trust, respect, and care
about them.
AACSB: Analytic
Difficulty: Easy
66. Meg, a manager at XYZ Company, stages friendly competitions between her teams of workers and
(p. 336) rewards them with donuts every Friday morning. We say that she has engaged in which type of
behavior?
B. Consideration
C. Empowerment
D. Task-structure
Managers who show that they trust, respect, and care about subordinates and who do what they can to
help subordinates feel good and enjoy their work are performing.

67. When a leader assigns work to a subordinate and makes sure that the work gets done acceptably, the
(p. 336) leader is engaging in which type of behavior?
A. Empowerment
B. Initiating structure
C. Consideration
E. Expert power
Leaders engage in initiating structure when they take steps to make sure that work gets done,
subordinates perform their jobs acceptably, and the organization is efficient and effective.
AACSB: Analytic
Difficulty: Easy
68. When a leader motivates subordinates to do a good job, the leader is engaging in which type of
(p. 336) behavior?
A. Consideration
B. Expert power
C. Coercive power
D. Empowerment
Assigning tasks to individuals or work groups, letting subordinates know what is expected of them,
deciding how work should be done, making schedules, encouraging adherence to rules and regulations,
and motivating subordinates to do a good job are all examples of initiating structure.
AACSB: Analytic
69. When Michael Teckel, manager of an upscale shoe store, gives a training class to his subordinates, we
(p. 336) say that he is engaged in which type of behavior?
B. Empowerment
C. Task-structure
D. Expert power
E. Consideration

70. A supermarket manager schedules the workers in the supermarket to ensure that enough cash register
(p. 336) clerks are available at different times during the day to handle the expected demand from customers.
This manager has engaged in which type of behavior?
A. Relationship-oriented
B. Consideration
C. Initiating structure
D. Empowerment
E. Referent power

71. A store manager at an electronics store encourages the sales staff to avoid the "hard-sell approach" and
(p. 336) to focus on attempting to satisfy each customer's personal needs. This is an example of which type of
behavior?
B. Consideration
C. Empowerment
D. Referent power
E. None of the above

72. Leadership theories that propose that the effectiveness of a leader depends on the situation in which the
(p. 337) leader finds herself are known as:
A. trait models.
B. contingency models.
C. empowerment models.
D. path-goal models.
E. leadership substitute models.
According to contingency models, whether or not a manager is an effective leader is the result of the
interplay between what the manager is like, what he or she does, and the situation in which leadership
takes place.
AACSB: Analytic
73. Which type of leader is primarily concerned with ensuring that subordinates perform their work at a
(p. 337) high quality level?
A. Considerate
B. Task-oriented
C. LPC
E. Situation-oriented
Task-oriented leaders are primarily concerned with ensuring that subordinates perform at a high level
and focus on task accomplishment.
AACSB: Analytic
Difficulty: Easy
Topic: Leader Style
74. According to Fiedler, the extent to which subordinates trust and are loyal to their superior is known as:
(p. 338)
A. empowerment relations.
B. task-oriented relations.
C. leader-member relations.
D. initiating structure relations.
E. position power relations.
Leader-member relations is the extent to which followers like, trust, and are loyal to their leader.
AACSB: Analytic
Difficulty: Easy
75. According to Fiedler, the extent to which the work of subordinates is clear so that they know what to do
(p. 338) and how to do it is known as:
A. consideration structure.
B. task structure.
C. empowerment structure.
D. leader-member relations.
E. charismatic leadership.
Task structure is the extent to which the work to be performed is clear-cut so that a leader's subordinates
know what needs to be accomplished and how to go about doing it.
AACSB: Analytic
Difficulty: Easy
76. According to Fiedler's model, when a situation is very unfavorable for a leader, she will be more
(p. 339) effective if she is:
A. task-oriented
B. relationship-oriented
C. participative
D. autocratic
E. balanced between task- and relationship-orientation
Task-oriented leaders are most effective in situations that are either very favorable or very unfavorable.
AACSB: Analytic
Topic: Combining Leader Style and the Situation
77. The contingency model that focuses on how managers motivate subordinates by identifying their
(p. 340) desired outcomes, rewarding them for high performance and the attainment of work goals with these
desired outcomes is the:
A. Transformational leadership theory.

B. House's path-goal theory.
C. Leader substitutes model.
D. Fiedler's model.
E. Transactional leadership theory.
House's path-goal theory is a contingency model of leadership proposing that leaders can motivate
subordinates by identifying their desired outcomes, rewarding them for high performance and the
attainment of work goals with these desired outcomes, and clarifying for them the paths leading to the
attainment of work goals.
AACSB: Analytic
Difficulty: Easy
78. Which of the following is NOT a kind of leader behavior described in the path-goal model?
(p. 340)
A. Achievement-oriented
B. Participative
C. Supportive
D. Directive
Directive behaviors, supportive behaviors, participative behaviors, and Achievement-oriented behaviors

are the four kinds of leadership behaviors identified by the path-goal theory.
AACSB: Analytic
79. Which of the following type of behavior is similar to "initiating structure" of the behavior model?
(p. 340)
A. Consideration
Directive behaviors are similar to initiating structure and include setting goals, assigning tasks, showing
subordinates how to complete tasks, and taking concrete steps to improve performance.
AACSB: Analytic
80. Which of the following type of behavior is similar to "consideration" of the behavior model?
(p. 340)
Supportive behaviors are similar to consideration and include expressing concern for subordinates and
looking out for their best interests.
AACSB: Analytic
81. Anything that acts in place of a leader so that leadership is unnecessary is known as:
(p. 341)
A. empowerment.
C. consideration.
D. a leadership substitute.
E. referent power.
A leadership substitute is something that acts in place of the influence of a leader and makes leadership
unnecessary.
AACSB: Analytic
Difficulty: Easy
82. Which of the following is NOT a potential leadership substitute?
(p. 341)
A. Subordinates' skill levels

B. Interesting work
C. Self-managing work groups
D. Ambiguous, novel situations
E. Empowerment
Characteristics of subordinates —such as their skills, abilities, experience, knowledge, and

motivation—can be substitutes for leadership. Characteristics of the situation or context —such as
the extent to which the work is interesting and enjoyable— also can be substitutes. When managers
empower their subordinates or use self-managed work teams, the need for leadership influence from a
manager is decreased because team members manage themselves.
AACSB: Analytic
83. Leadership that makes subordinates aware of their jobs' importance to the organization is called:
(p. 342)
A. consideration leadership.
B. empowerment leadership.
C. transformational leadership.
D. transactional leadership.
E. path-goal leadership.
Transformational leadership makes subordinates aware of the importance of their jobs and performance
to the organization and aware of their own needs for personal growth and that motivates subordinates to
work for the good of the organization.
AACSB: Analytic
Difficulty: Easy
84. An enthusiastic, self-confident leader who is able to clearly communicate his/her vision of how good
(p. 343) things could be is known as a:
A. transformational leader.
B. charismatic leader.
C. transactional leader.
D. path-goal leader.
E. considerate leader.
A charismatic leader is an enthusiastic, self-confident leader who is able to clearly communicate his or
her vision of how good things could be.
AACSB: Analytic
Difficulty: Easy
Topic: Being a Charismatic Leader
85. A manager shares information with subordinates in such a way that they become aware of problems and
(p. 344) the need for change, take ownership, and view problems as challenges. This manager has engaged in:
C. charisma.
E. expert power.
Intellectual stimulation is behavior a leader engages in to make followers be aware of problems and
view these problems in new ways, consistent with the leader's vision.
AACSB: Analytic
Difficulty: Easy
Topic: Stimulating Subordinates Intellectually
86. A manager goes out of his way to give subordinates opportunities to increase their skills and
(p. 344) capabilities. This manager is engaging in:
C. charisma.
E. expert power.
When managers engage in developmental consideration, they go out of their way to support and
encourage subordinates, giving them opportunities to enhance their skills and capabilities and to grow
and excel on the job.
AACSB: Analytic
Difficulty: Easy
Topic: Engaging in Developmental Consideration
87. Leaders that motivate subordinates primarily by rewarding and reprimanding are called:
(p. 345)
A. transformational leadership.
B. transactional leadership.
C. structured leadership.
D. considerate leadership.
E. intellectually stimulating leadership.
Transactional leadership is leadership that motivates subordinates by rewarding them for high
performance and reprimanding them for low performance.
AACSB: Analytic
Difficulty: Easy
88. A manager who is a transactional leader:

(p. 345)
A. uses punishment and extinction

B. communicates vision to subordinates
C. intellectually stimulates subordinates
D. encourages subordinates to grow
E. can never also be a transformational leader
When managers reward high performers, reprimand or otherwise punish low performers, and motivate
subordinates by reinforcing desired behaviors and extinguishing or punishing undesired ones, they are
engaging in transactional leadership.
AACSB: Analytic
89. Compared to men, women tend to:
(p. 346)
A. be more considerate.
B. be less engaged in initiating structure.
C. be more participative.
D. make more decisions on their own.
E. punish subordinates more harshly.
Women tend to be somewhat more participative as leaders than are men, involving subordinates in
decision making and seeking their input.
AACSB: Analytic
90. Compared to women, men tend to:

(p. 346)
A. be more participative
B. initiate structure more
C. be harsher when punishing workers
D. be more effective leaders
E. seek subordinates' input into decisions
Men tend to be harsher when they punish their subordinates than do women.
AACSB: Analytic
91. An emotionally intelligent leader is more likely to have _____ subordinates than non-EI managers.
(p. 347)
A. conforming
B. dissatisfied
C. creative
D. moody
E. influential
Leaders who are high on emotional intelligence are more likely to understand all the emotions
surrounding creative endeavors, to be able to awaken and support the creative pursuits of their
followers, and to provide the kind of support that enables creativity to flourish in organizations.
AACSB: Analytic
92. Choose three types of power that are available to a manager and explain what they mean. Give a
(p. 332- specific example of each one of them in terms of how a manager could make use of that type of power
334)
when working with a subordinate.
The various types of power available to a manager are legitimate, reward, coercive, expert and referent.
hierarchy.
choice job assignments) and intangible rewards (verbal praise, a pat on the back, respect).
Referent power is the power that comes from subordinates' and coworkers' respect, admiration, and
loyalty.

Topic: Power: The Key to Leadership
93. Discuss the various ways in which a manager could increase his or her "expert power" in dealing with
(p. 333- subordinates.
334)
Managers can increase their expert power by additional training or education in order to keep up-to-date
with the latest ideas in their field, by attending meetings of professional associations, and by reading
widely in their field.
AACSB: Analytic
Topic: Expert Power
94. Explain how the concept of "empowerment" can make a leader even more effective in his or her
(p. 334- dealings with subordinates.
335)
Empowerment allows the manager to obtain the help of subordinates who have special knowledge in
work tasks, it can increase worker motivation and commitment toward organizational goals, and it can
allow managers to spend less time on day-to-day activities so that they can make more creative use of
their time.
AACSB: Analytic
95. Explain what a "trait model" of leadership is. Name at least four traits related to effective leadership and
(p. 335- briefly explain how each could help a leader perform her job better. What does research tell us about
336)
trait theories of leadership?
Trait models identify the personal characteristics that cause effective leadership. Eight traits are shown
in Table 10.1 and their relationship to leader effectiveness is explained. Research has not shown a
consistent relationship between any traits and leader effectiveness.
AACSB: Analytic
96. Explain what the "behavior model" of leadership is. Describe the basic kinds of leader behavior, and
(p. 336) give at least two examples of each.
The behavior model focuses not on what effective leaders are like, but what they actually do in
influencing their subordinates to achieve group and organizational goals. The two basic types are
initiating structure and consideration.
Leaders engage in consideration when they show their subordinates that they trust, respect, and care
about them. Managers who truly look out for the well-being of their subordinates, and do what they can
to help subordinates feel good and enjoy their work, perform consideration behaviors.
subordinates perform their jobs acceptably, and the organization is efficient and effective. Assigning
tasks to individuals or work groups, letting subordinates know what is expected of them, deciding
how work should be done, making schedules, encouraging adherence to rules and regulations, and
motivating subordinates to do a good job are all examples of initiating structure.
AACSB: Analytic
Topic: The Behavior Model
97. Discuss the three situational determinants in Fiedler's leadership theory that allow a leader to determine
(p. 338- the favorableness or unfavorableness of a situation for leading. Give a specific example of how each of
339)
these determinants would work in a specific business situation of your choosing.
Fiedler postulated that leader-member relations, task structure, and the leader's position power all
contribute to determining how favorable a situation was for leadership.
The first situational characteristic that Fiedler described, leader-member relations, is the extent to which
followers like, trust, and are loyal to their leader. Situations are more favorable for leading when leader-
member relations are good.
The second situational characteristic that Fiedler described, task structure, is the extent to which the
work to be performed is clear-cut so that a leader's subordinates know what needs to be accomplished
and how to go about doing it. When task structure is high, the situation is favorable for leading.
The third situational characteristic that Fiedler described, position power, is the amount of legitimate,
reward, and coercive power a leader has by virtue of his or her position in an organization. Leadership
situations are more favorable for leading when position power is strong.

98. Path-goal theory provides managers with three guidelines for becoming an effective leader. Discuss
(p. 340) these guidelines and give a specific example of how a manager could follow each of these guidelines
when working with a subordinate.
Path-goal theory suggests that managers attempt to determine the specific outcomes subordinates are
trying to obtain from their jobs and from the organization. Then, the model proposes that subordinates
be rewarded with the outcomes that they desire for high performance and goal attainment. Further, the
model advises managers clarify the paths to goal attainment for subordinates so that any obstacles can
be removed and the goals achieved.

Difficulty: Hard
99. Path-goal theory identifies four types of behaviors in which leaders can engage in order to motivate
(p. 340) their subordinates. Discuss these types of behaviors and give one specific management example of how
a manager could act according to each of these.
The four types of behaviors are directive, supportive, participative, and achievement-oriented.
Directive behaviors are similar to initiating structure and include setting goals, assigning tasks, showing
subordinates how to complete tasks, and taking concrete steps to improve performance.
Supportive behaviors are similar to consideration and include expressing concern for subordinates and
looking out for their best interests.
Participative behaviors give subordinates a say in matters and decisions that affect them.
Achievement-oriented behaviors motivate subordinates to perform at the highest level possible by,
for example, setting very challenging goals, expecting that they be met, and believing in subordinates'
capabilities.
AACSB: Analytic
Difficulty: Hard
100. Explain the leader substitutes model. What is the advice this model offers to managers?
(p. 341)
The leader substitutes model proposes that leadership is sometimes unnecessary because other factors
may act to motivate subordinates, thus making leadership redundant. Factors include subordinates' and
situational characteristics. Managers are advised to be aware of the existence of these other factors and
adapt their behavior accordingly.
AACSB: Analytic
101. Explain what is meant by the concept of "transformational leadership" and give three specific examples
(p. 342- of how a leader would act according to this theory in a specific business situation of your choosing.
343)
Transformational leadership is that which makes subordinates aware of the importance of their jobs and
their performance for the organization, as well as making them aware of their own needs for personal
growth. Through transformational leadership, subordinates become motivated to work for the good of
the organization.
AACSB: Analytic
102. Compare and contrast "transformational leadership" with "transactional leadership." Which one of these
(p. 345) theories makes more sense to you? Defend your answer.
Transactional leadership involves managers using reward and coercive power to motivate high
performance, while transformational leaders rely on charisma, intellectual stimulation, and
developmental focus to motivate subordinates.
AACSB: Analytic
103. Do men and women differ in their personal leadership styles? Explain. If so, explain why this might be
(p. 345- true.
346)
Despite widespread stereotypes to the contrary, women and men are very similar. Research suggests
only two ways that the genders differ. First, women tend to be more participative than men are, and men
tend to make more decisions on their own. Second, men tend to punish subordinates more harshly than
women. Reasons for these differences may lie in women's desires to earn subordinates' trust and respect
and/or women's higher levels of interpersonal skills.
AACSB: Analytic
Difficulty: Hard
104. Name and explain at least 3 ways that emotional intelligence can increase leader effectiveness.
(p. 347)
(1) Helping to develop a vision; (2) motivating subordinates to commit to the vision; (3) energizing
subordinates to work hard to achieve the vision; (4) encouraging followers to be creative; (5) developing
an identity for the organization; (6) instilling high levels of trust and cooperation.
AACSB: Analytic
ch10 Summary
Category # of Questions
AACSB: Analytic 87
AACSB: Multicultural/Diversity understanding 2
AACSB: Reflective Thinking 15
Bloom's Taxonomy: Application 17
Bloom's Taxonomy: Comprehension 14
Bloom's Taxonomy: Knowledge 73
Difficulty: Easy 50
Difficulty: Hard 5
Difficulty: Moderate 49
Jones - Chapter 10 104
Learning Objective: 10-1 37
Topic: Being a Charismatic Leader 2
Topic: Coercive Power 3
Topic: Combining Leader Style and the Situation 1
Topic: Consideration 3
Topic: Contingency Models of Leadership 5
Topic: Emotional Intelligence and Leadership 4
Topic: Empowerment: An Ingredient in Modern Management 7
Topic: Engaging in Developmental Consideration 1
Topic: Expert Power 7
Topic: Gender and Leadership 5
Topic: House's Path-Goal Theory 9
Topic: Initiating Structure 6
Topic: Leader Style 3
Topic: Leadership Styles across Cultures 5
Topic: Legitimate Power 5
Topic: Personal Leadership Style and Managerial Tasks 1
Topic: Power: The Key to Leadership 2
Topic: Referent Power 1
Topic: Reward Power 3
Topic: Situational Characteristics 6
Topic: Stimulating Subordinates Intellectually 1
Topic: The Behavior Model 1
Topic: The Distinction between Transformational and Transactional Leadership 4
Topic: The Leader Substitutes Model 6
Topic: The Nature of Leadership 3
Topic: The Trait Model 6
Topic: Transformational Leadership 4

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Contemporary Management 11th Edition Test Bank Chapter 14

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Leadership, Chapter 14

A. Choice of job assignments

A. Transformational leadership theory.

A. Subordinates' skill levels

A. uses punishment and extinction

3. In general, U.S. organizations tend to have a long-run profit orientation.

4. In general, Japanese organizations tend to have a short-run profit orientation.

7. The ability of a manager to punish subordinates is known as coercive power.

25. Path-goal theory is one of the contingency models of leadership.

26. Participative behavior is similar to consideration.

29. The leader substitutes model is not a contingency model of leadership.

31. Transformational managers are charismatic leaders.

32. Managers who appear to be quiet and earnest cannot be charismatic.

36. Leaders' moods and emotions influence their effectiveness as leaders.

AACSB: Multicultural/Diversity understanding

AACSB: Multicultural/Diversity understanding

AACSB: Reflective Thinking

A. Choice of job assignments

49. Which of the following is an example of the legitimate power of a manager?

Coercive power is the ability of a manager to punish others.

51. Which of the following is an example of the coercive power of a manager?

Coercive power is the ability of a manager to punish others.

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

A. Transformational leadership theory.

Directive behaviors, supportive behaviors, participative behaviors, and Achievement-oriented behaviors

A. Subordinates' skill levels

Characteristics of subordinates —such as their skills, abilities, experience, knowledge, and

88. A manager who is a transactional leader:

A. uses punishment and extinction

90. Compared to women, men tend to:

AACSB: Reflective Thinking

AACSB: Reflective Thinking

AACSB: Reflective Thinking

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