Chapter 6.

1. The Great Man Theory: Leaders are born, not made

2. Personality: Impression a person makes on others
Emphasizes a person’s public reputation, reflects a description, an evaluation
of the person in the eyes of others.
3. Trait: Reoccurring regularities or trends in a person's behavior, and the trait
approach to personality maintains that people behave as they do because of
strengths of the traits they possess.
4. Leaders behavior reflects: Interaction between his or her personality traits
and various situation factors.
5. Weak Situations (Trait Factor): Unfamiliar, ambiguous situations
6. Strong Situations (Trait Factor): Governed by clearly specified rules,
demands, or organizational policies. Minimizes the effect traits have on
behavior.
7. OCEAN model (FIVE Factor Model FFM): openness to experience,
conscientiousness, extraversion, agreeableness, neuroticism.
8. Openness to Experience: A personality dimension that characterizes
someone in terms of imagination, sensitivity, and curiosity.

Innovative thinking, open to new ideas and experiences, assimilating new

information.

These leaders take a strategic approach to solving problems.

9. Conscientiousness: Playful, organized, earnest, take commitments
seriously, rarely get in trouble.
10.Extraversion: Behaviors that are more likely to be exhibited in group
settings and are generally concerned with getting ahead in life. Outgoing,
competitive, decisive, outspoken, opinionated, and self-confident
11.Agreeableness: How one gets along with, as Appleseed to gets a head of,
others

Charming, diplomatic, warm, empathetic, approachable, and optimistic.

12.Neuroticism: degree of emotional instability or stability; how people react
under stress, change, failure, or personal criticism.
13.Charismatic Leaders : often have high neuroticism scores
14.Personality Typology Dimensions:
Extraversion – Introversion:
Where people get their energy. Outgoing or reserved.
Chapter 6.

Sensing – Intuition: One of MBTI's four personality dimensions, refers to

information gathering functions—those who prefer concrete and tangible (S)
versus those who prefer the abstract or theoretical (N). Data Driven.

Thinking – Feeling: how you decide to respond to what you see happening
in the world?

Thinking leaders: analyze, criticize, approach decisions impersonally and

objectively

Judging – Perceiving: Amount of information a leader needs before feeling

comfortable making a decision. They strive for closure; like things settled
and come across decisive, methodical, and organized.
15.Intelligence: A person's all-around effectiveness in activities directed by
thought.

Difficult to change Intelligence

Intelligence does not affect behavior equally across all situations

16.triarchic theory of intelligence: Sternberg's theory that intelligence consists
of analytical intelligence, creative intelligence, and practical intelligence

Focuses on what a leader does when solving complex mental problems.

17.Analytic Intelligence: the ability to identify and define problems and to find
strategies for solving them.
18.Practical Intelligence: ability to use, apply, implement, and put ideas into
practice.
19.Creative Intelligence: reacting adaptively to novel situations and generating
novel ideas.
20.Divergent Thinking: a type of creative thinking in which one generates new
solutions to problems.
21.When differences in analytic intelligence between a leader and followers
are to great: Communication can be impaired
22.With respect to creative intelligence, leaders should: Build an environment
where others can be creative.
Chapter 6.

23.Creeping Elegance: Leaders without a clear vision of what a final product

should look like may end up with something that fails to meet customer
needs.
24.Cognitive Resources Theory (CRT): Conceptual scheme for explaining how
leader behavior changes under stress levels to impact group performance

Key Concepts: Intelligence, experience, and stress

Experienced Leaders have a greater repertoire of behaviors to fall back

on....
25.Emotional Intelligence (EI): a form of social intelligence that emphasizes
the abilities to manage, recognize, and understand emotions and use
emotions to guide appropriate thought and action

Emotional Alignment, People are ineffective when emotions are not

aligned.

Can be developed.
26.Ability model of emotional intelligence: Reason about emotions and use
emotional knowledge to facilitate thinking and performance.
27.Mixed Model of Emotional Intelligence: A broader use of emotional
knowledge to facilitate thinking and performance.

Chapter7:
Leadership behaviors are a function of intelligence, personality traits, emotional
intelligence, values, attitudes, interests, knowledge, and experience.
• Leaders learn and discern the most appropriate and effective behaviors over
a period of time.
Individual differences, followers, and situational variables play a pivotal role in a
leader’s actions.

Profiles leader behavior on two dimensions: concern for people and concern for
production.
Chapter 6.

• "Concern" reflects how a leader’s underlying assumptions about people at

work and the importance of the bottom line affect leadership style.

Competency Models: Describe the behaviors and skills needed for organizational
success.
The leadership pipeline model:
• Explains where leaders should spend their time, what they should be
focusing on and what they should be letting go, and the types of behaviors
they need to exhibit as they move from first-line supervisor to functional
manager to CEO.
• Provides a roadmap for individuals wanting to occupy the top leadership
positions in any organization.
Provides potential explanations for why some people fail to advance.
Community leadership:
• Framing: Helping a group or community recognize and define its
opportunities and issues in ways that result in effective action.
• Building social capital: Developing and maintaining relationships that
enable people to work together in a community.
• Mobilization: Engaging a critical mass to take action and achieve a specific
outcome or a set of outcomes
Multirater Feedback Instruments:
• Leadership versatility approach: Superiors, peers, and direct reports
provide ratings on the extent to which target individuals demonstrate too
much, just the right amount, or too little strategic, operations, enabling, or
forcing leadership behavior for a particular position.
• Verbal 360-degree technique: Superiors, peers, and direct reports are asked
to share a target individual’s strengths and areas of improvement as a leader
in phone or face-to-face interviews.
1. Which of the following building blocks of leader behavior is/are easiest to
change?
Experience
2. Job-centered dimensions are: Both goal emphasized, and work facilitated.
3. Goal emphasis: Are behaviors concerned with motivating subordinates to
accomplish the task at hand.
Chapter 6.

4. Work facilitation: Are behaviors that are concerned with clarifying roles,
acquiring, and allocating resources, and reconciling organizational conflicts.
5. Employee-centered dimensions: Are behaviorally similar to the
consideration dimension of the various Ohio State questionnaires.

These are also leader supported and interacted.

6. Leader support: Includes behaviors where the leader shows concern for
subordinates.
7. Interaction facilitation: Concerns those behaviors where leaders act to
smooth over and minimize conflicts among followers.
8. Research at the University of Michigan assumes that job-centered and
employee-centered behaviors are: At opposite ends of a single continuum of
leadership behavior.
9. Impoverished management: Exertion of minimum effort to get required
work done is appropriate to sustain organization membership.
10.A company interested in building teams and getting results through others
should look for a leader with good __________ skills.: Leadership
11.Competency models: Describe the behaviors and skills needed for
organizational success.
12. Knowledge: Good leaders understand when and to whom a particular task
should be delegated.
13.Behavior: Good leaders effectively communicate their expectations
concerning a delegated task.
14.Criteria: Good leaders check to see whether a delegated task was
accomplished in a satisfactory manner.
15.Communicating and building relationships with others refer to _________:
Interpersonal skills
16.How much a leader emphasizes meeting work goals and accomplishing tasks
is called? Initializing structure.
17.Early research on leader behavior at Ohio State University was completed
using a questionnaire called the: Leader Behavior Description Questionnaire.
18.In the context of the contagion effect, research on 360-degree feedback in
organizations shows that: Individuals who work for superiors receiving
above-average ratings from others are likely to receive above-average
ratings themselves.
19.The leadership versatility approach: Superiors, peers, and direct reports
provide ratings on the extent to which target individuals demonstrate too
Chapter 6.

much, just the right amount, or too little strategic, operations, enabling, or
forcing leadership behavior for a particular position.:
20.The verbal 360-degree technique: 10-15 superiors, peers, and direct reports
are asked to share a target individual's strengths and areas of improvement as
a leader in phone or face-to-face interviews.
21.Which of the following statements on 360 feedback in organizations is NOT
true?
360 degree feedback systems are designed to make comparisons between
people.
22.In which country is 360 degree feedback unlikely to be effective? Japan
23.Leadership pipeline: A useful model for explaining where leaders need to
spend their time, what they should be focusing on and what they should be
letting go, and the types of behaviors they need to exhibit as they move from
first-line supervisor to functional manager to chief executive officer.
24.At which organizational level would an individual need allocate capital to
maximize business success? Group manager
25. Multirater feedback: Another term for 360-feedback.
26.Mobilization: Refers to the leadership competency of engaging a critical
mass to take action to achieve a specific outcome or set of outcomes.

Chapter8:
1. What is credibility? the ability to engender trust in others
2. What are the two components of credibility? Expertise and trust
3. Expertise consists of technical competence as well as organizational and
industry knowledge, so building expertise means ________________.:
Increasing your knowledge and skills in these three areas.
4. What are ways to build your organizational or industry knowledge?
1. Regularly reading industry related journals, annual reports, The Wall Street
Journal, Fortune Inc., or various websites
2. Getting a mentor or being coached by your boss
3. Take stretch assignments where they work on special projects with senior
executives.
5. trust can be broken down: into clarifying and communicating your values,
and building relationships w others.
6. Values: Constructs representing generalized behaviors or states of affairs
that are considered by the individual to be important.
Chapter 6.

7. Important aspects of leadership credos: - describe what the leader believes in

and will or will not stand
- describe an ideal state.
- motivating.
- personal mission statements should be made public.
8. What are ways to build trust? - form strong relationships with others.
- spend time listening to them.
9. Communication Effectiveness: the degree to which someone tells others
something and ensures that they understand what was said
10. Effective Communication: transmit and receive information with a high
probability that the intended message is passed from sender to receiver.
11. What is the systems view of communication? Intention-Expression-
reception-interpretation
12. By _______________, a leader or follower can better decide whether to
communicate publicly or privately, orally or in writing, and so on.: Knowing
purpose.
13. How can leaders and followers enhance the clarity of their
communications?
1. mindful of others level of expertise, values, experiences, and expectations
2. create a common frame of reference for followers before communicating
a message
3. use familiar terms, jargon, and concepts.
14. How can leaders and followers ensure that others understand their
messages?
By practicing two-way communication and by paying attention to others emotional
responses.
15.Our systems view of communication emphasized that effectiveness depends
on what two factors? Transmitting and receiving
16. Nonverbal signals are the behavioral component, and how well we can
paraphrase a sender’s message makes up the evaluative component of
listening skills.
17. Assertiveness: standup for own rights or groups that recognizes concurrent
rights of others to do the same.
18. Acquiescence: agreement or consent by silence
19. Aggression: effort to attain objectives by attacking or hurting others
20. Assertive behavior with acquiescence and aggression: behaviorally opposite
of both (triangle).
Chapter 6.

21. Abilene Paradox: Someone suggests the group engages in an activity and no
one wants to do it bur they all agree thinking everyone else does
22.Stress: the process by which we perceive and respond to certain events,
called stressors, that we appraise as threatening or challenging
23. The A-B-C Model: Antecedent, Behavior, Consequence.
24.First step to problem solving: Define the problem
Analyze the causes
Develop Solutions
implement
Assess impact of solution