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Chapter 7— Followership and Leader-Member Exchange
TRUE/FALSE
2. Dyadic refers to the individualized relationship between a leader and each follower in a work unit.
3. Central to LMX theory is the notion of "support for self-worth" that one individual provides for another.
4. 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.
5. 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.
6. 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.
7. Leaders mostly use reward, legitimate, and coercive power to influence out-group members.
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7-1
8. The focus of LMX theory is on the quality of the dyadic exchange that develops between leaders and
followers.
9. 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.
10. The basis of LMX theory is that leaders or superiors interact with all followers equally.
11. Leaders should aspire to build relationships with all group members, not just a few special individuals.
12. One of your teammates questioned whether he was being treated fairly on his performance evaluation.
This is an example of the concept of distributive fairness.
13. The emphasis of team building is on how a leader might forge a partnership with each follower without
alienating anyone.
14. The concept of social exchange is used to describe group members' social relationships within and
outside their groups and how these relationships affect group effectiveness.
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7-2
15. When leaders are trained to develop and nurture high-quality relationships with all of their followers, the
results on follower performance are dramatic.
16. Followers, who feel that they have a positive one-on-one relationship with the leader, tend to display
more organizational citizenship behavior and creativity.
17. It is easier for a follower who has and is perceived as having an individual self-identity to form high
quality LXM relationships.
18. The difference between traditional leadership theories and LM is that LMX focuses primarily on the
leader instead of the followers' roles.
19. The basis for establishing a deeper exchange relationship with in-group members is the leader's control
over outcomes that are desirable to the followers.
20. Researchers have identified two kinds of motives associated with follower feedback-seeking behavior:
performance-driven motive and self-promotion-driven motive.
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7-3
22. According to LMX Theory, a leader varies his or her behavior as a result of the quality of interpersonal
relationships with each individual follower.
23. 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.
24. The quality of each dyadic relationship, according to LMX Theory, can be influenced by the combined
efforts of one, follower behaviors and attributes, two, leader-follower perceptions and self-identities and
three, situational factors.
25. 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.
26. The three determining factors of high-quality LMX relationships include follower attributes, leader and
follower perceptions of each other, and situational factors.
27. Because John is trying to project a favorable image in order to improve a long-term relationship with his
leader, he is using ingratiation.
28. Ingratiation, self-aggrandizement, and impression management are tactics that can enhance the visibility
of the follower's strength and performance.
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7-4
29. The difference between contingency theories and LMX is that while the former emphasizes how a good
employee facilitates leader job performance, the latter emphasizes how a good leader facilitates
employee job performance.
30. Situational factors refer to random or planned events that provide the opportunity for leaders to evaluate
a follower's work ethic or character.
31. Ingratiation refers to the behavior of followers that results from the leader−follower influence
relationship.
32. During the third stage of developing positive LMX relations, mutual trust, loyalty, and respect begin to
develop between leader and follower.
33. Relationships that do not mature beyond the second stage of developing positive LMX relations may
deteriorate and remain at the level of an out-group.
34. Effective leaders prefer to use position or reward power to effect positive change in followers.
35. During a feedback session, a leader should explain the negative impact of the ineffective behavior and
suggest remedies.
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7-5
36. A major advantage of LMX theory is its ease of measurement.
37. A strength of LMX Theory is the inherent bias in favor of in-group members.
38. The LMX-7 scale is the most commonly used instrument for defining and measuring the quality of
relationships.
39. The LMX-7 scale is preferred for defining and measuring the quality of relationships because it
measures both vertical dyad linkages and social exchanges.
40. Effective followers have the courage to initiate change and put themselves at risk or in conflict with
others, even their leaders.
41. The conformist follower is someone who is low on involvement yet is high on critical thinking.
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7-6
44. The effective follower must avoid raising issues with the leader regarding the leader's decisions are
misguided and unethical.
45. One of the guidelines to becoming an effective leader is to take action only when being told by the
leader.
46. When challenging a leader's flawed plans and proposals, it is important for the follower to pinpoint
specifics rather than vague generalities.
47. Kelley groups followers into five categories based on two types of behavior, independent critical
thinking, and level of involvement.
48. 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.
49. 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.
50. People who believe they are "pawns of fate" have an internal locus of control and believe they have no
influence or control at work.
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7-7
51. Differences in the level of education and experience can impact the relationship among followers, and
between leaders and followers.
52. Today's workers are far more educated, mobile, diverse, and younger than the workforce of 20 years ago.
53. As workers' education and experience increases, leaders have to shift to a more top-down directive style
of leading.
54. Delegating refers to telling employees to perform the tasks that are part of their job design.
55. You can delegate responsibility and accountability, but not authority.
56. One of the benefits of delegating responsibilities is that leaders can focus on doing many tasks well,
instead of a few tasks less effectively.
57. Technical matters and confidential activities are things that should not be delegated.
58. 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.
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7-8
MULTIPLE CHOICE
1. Which of the following is NOT one of the three stages of evolution in the dyadic approach?
a. Vertical dyadic linkage theory
b. leader−member exchange theory (LMX)
c. team member exchange theory
d. All of the above
ANS: A PTS: 1 DIF: Easy OBJ: 7.0
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
2. Which of the following statements best describes the vertical dyadic linkage theory?
a. The focus is on the quality of each dyad.
b. Leaders aspire to build positive relationships with all followers.
c. Linkages among peers are disavowed.
d. Leader−follower interactions create in-groups and out-groups.
ANS: D PTS: 1 DIF: Medium OBJ: 7.1
NAT: AACSB Reflective Thinking | AACSB Group Dynamics TYP: Conceptual
3. In Vertical Dyadic Linkage Theory, leaders mostly use reward, as well as legitimate and coercive power
to influence
a. In-group members.
b. Out-group members.
c. Effective followers.
d. Pragmatic followers.
ANS: B PTS: 1 DIF: Easy OBJ: 7.1
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
4. 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.
ANS: B PTS: 1 DIF: Medium OBJ: 7.1
NAT: AACSB Analytic | AACSB Leadership Principles TYP: Conceptual
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7-9
ANS: D PTS: 1 DIF: Medium OBJ: 7.1
NAT: AACSB Reflective Thinking | AACSB Group Dynamics TYP: Conceptual
6. Leaders mostly use all of the following types of power to influence out-group members EXCEPT:
a. legitimate power.
b. referent power.
c. reward power.
d. coercive power.
ANS: B PTS: 1 DIF: Medium OBJ: 7.1
NAT: AACSB Reflective Thinking | AACSB Group Dynamics TYP: Conceptual
7. 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.
ANS: A PTS: 1 DIF: Medium OBJ: 7.1
NAT: AACSB Analytic | AACSB Individual Dynamics TYP: Conceptual
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7-10
11. The concept of ____ is used to describe group members' social relationships within and outside their
groups and how these relationships affect group effectiveness.
a. group interaction
b. social exchange
c. social capital
d. ingratiation
ANS: C PTS: 1 DIF: Medium OBJ: 7.4
NAT: AACSB Reflective Thinking | AACSB Group Dynamics TYP: Conceptual
13. Which of the following statements regarding in-groups and out-groups is NOT true?
a. In-group followers routinely receive higher performance ratings than out-group followers.
b. In-group followers do not require as much attention as out-group followers.
c. In-group followers give more positive ratings when evaluating organizational climate than
out-group followers.
d. Out-group followers routinely show higher levels of turnover than in-group followers.
ANS: B PTS: 1 DIF: Hard OBJ: 7.4
NAT: AACSB Reflective Thinking | AACSB Group Dynamics TYP: Conceptual
14. An organization faced a sudden crisis as it found that a major client was considering dropping the
organization's services. A new employee agreed to work through the weekend in order to provide the
client with improved services as leadership worked to save the relationship. What is a likely result of this
episode?
a. The employee will get a raise.
b. The employee will get more opportunities for responsibility.
c. Leadership will boast about the employee to the client.
d. none of the answers are correct
ANS: B PTS: 1 DIF: Hard OBJ: 7.4
NAT: AACSB Analytic | AACSB Individual Dynamics TYP: Conceptual
15. ____ 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
ANS: B PTS: 1 DIF: Easy OBJ: 7.4
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
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7-11
TYP: Conceptual
16. During the second stage of the process for developing positive LMX relations:
a. exchange based on self-interest is transformed into mutual commitment to the mission and
objectives of the work unit.
b. impressions management by the follower plays a critical role in influencing how the leader
perceives him or her.
c. mutual trust, loyalty, and respect begin to develop between leader and follower.
d. the roles between leader and follower have reached maturity.
ANS: C PTS: 1 DIF: Medium OBJ: 7.4
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
17. All of the following are factors that determine LMX quality EXCEPT:
a. follower attributes.
b. situational factors.
c. organizational culture.
d. leader and follower perceptions of each other.
ANS: C PTS: 1 DIF: Medium OBJ: 7.4
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
18. A manager asking a new employee to do something beyond what the formal employment agreement
calls for so the manager can gauge the employee's reaction is an example of:
a. organizational citizenship behavior.
b. a situational factor.
c. self-promotion.
d. vertical dyadic linkage theory.
ANS: B PTS: 1 DIF: Medium OBJ: 7.4
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
19. The most commonly used instrument for defining and measuring the quality of relationships is the:
a. Myers−Briggs scale.
b. personality profile.
c. LMX-7 scale.
d. VDL instrument.
ANS: C PTS: 1 DIF: Easy OBJ: 7.5
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
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7-12
TYP: Conceptual
21. One possible approach to minimizing the bias in LMX relationship is to:
a. use a different instrument to measure the quality of the relationship other than the LMX-7
scale.
b. train and encourage leaders to maintain high-quality LMX relationships with all followers,
not just a few.
c. promote those who consistently score high in their performance evaluations.
d. pay less attention to in-group members and more attention to out-group members.
ANS: B PTS: 1 DIF: Medium OBJ: 7.6
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
22. 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 ____ and ____.
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
ANS: A PTS: 1 DIF: Hard OBJ: 7.7
NAT: AACSB Analytic | AACSB Individual Dynamics TYP: Conceptual
23. 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
ANS: A PTS: 1 DIF: Medium OBJ: 7.7
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
24. The ____ follower is someone who is high on involvement but low on critical thinking.
a. alienated
b. conformist
c. passive
d. pragmatic
ANS: B PTS: 1 DIF: Medium OBJ: 7.7
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
25. Because your leader is an authoritarian leader, you know that he prefers ____ followers.
a. passive
b. pragmatic
c. alienated
d. conformist
ANS: D PTS: 1 DIF: Medium OBJ: 7.7
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7-13
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
26. 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. passive
b. pragmatic
c. alienated
d. conformist
e. effective
ANS: E PTS: 1 DIF: Medium OBJ: 7.7
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
27. The ____ follower is someone who is neither high on critical thinking nor involvement.
a. alienated
b. conformist
c. passive
d. pragmatic
ANS: C PTS: 1 DIF: Medium OBJ: 7.7
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
28. The ____ follower is someone who is high on critical thinking and involvement.
a. alienated
b. conformist
c. effective
d. pragmatic
ANS: C PTS: 1 DIF: Medium OBJ: 7.7
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
29. The type of follower who reveals the greatest range of behaviors is the:
a. isolate.
b. effective follower.
c. pragmatic follower.
d. conformist follower.
ANS: C PTS: 1 DIF: Medium OBJ: 7.7
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
30. 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
ANS: D PTS: 1 DIF: Medium OBJ: 7.7
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
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7-14
TYP: Conceptual
31. 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.
ANS: A PTS: 1 DIF: Easy OBJ: 7.7
NAT: AACSB Communication | AACSB Leadership Principles
TYP: Conceptual
35. 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
ANS: A PTS: 1 DIF: Medium OBJ: 7.8
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
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7-15
36. Managers do not delegate because they:
a. Fear that employees will fail to accomplish tasks.
b. Don't know what to delegate.
c. Don't know how to delegate.
d. All of the above.
ANS: D PTS: 1 DIF: Medium OBJ: 7.8
NAT: AACSB Reflective Thinking | AACSB Individual Dynamics
TYP: Conceptual
37. 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. a preference for a more decentralized, participative style of management
c. more employees with an external locus of control
d. a decreasing need for delegation
ANS: B PTS: 1 DIF: Hard OBJ: 7.8
NAT: AACSB Reflective Thinking | AACSB Environmental Influence
TYP: Conceptual
38. ____ is the process of assigning responsibility and authority for accomplishing objectives.
a. Mentoring
b. Coaching
c. Delegation
d. Instruction
ANS: C PTS: 1 DIF: Easy OBJ: 7.8
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
39. 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.
ANS: C PTS: 1 DIF: Medium OBJ: 7.8
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
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7-16
41. Which of the following should NOT be delegated?
a. Technical matters
b. Routine tasks
c. Employees' problems for training purposes
d. Performance appraisals
e. A, b and c
ANS: D PTS: 1 DIF: Medium OBJ: 7.9
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
43. Possibilities of what not to delegate include all of the following EXCEPT:
a. performance appraisals.
b. counseling.
c. resolving conflicts.
d. scheduling.
ANS: D PTS: 1 DIF: Medium OBJ: 7.9
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
45. 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
ANS: C PTS: 1 DIF: Medium OBJ: 7.10
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
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from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
7-17
46. 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. all of the answers are correct
ANS: C PTS: 1 DIF: Hard OBJ: 7.10
NAT: AACSB Communication | AACSB Leadership Principles
TYP: Conceptual
47. 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. show desire to be of help to the follower.
c. build the follower's self-confidence.
d. follow up to ensure implementation of the action steps.
ANS: A PTS: 1 DIF: Medium OBJ: 7.10
NAT: AACSB Communication | AACSB Leadership Principles
TYP: Conceptual
SHORT ANSWER
ANS:
The first conception of dyadic theory was the awareness of a relationship between a leader and a
follower, rather than between a leader and a group of followers. The second stage of dyadic theory
describes specific attributes of exchange between a leader and a follower that lead to high- or
low-quality relationships. The third and fourth stages of dyadic theory emphasize team building and
systems and networks. Organizations strive for team building among all employees (managers and
nonmanagers) and to create valuable systems and networks across traditional boundaries of the
organization. Leaders and followers begin to see themselves as part of a larger network rather than as
isolated units.
2. Define the two kinds of relationships that can occur among leaders and followers under the vertical
dyadic linkage model.
ANS:
The two types of relationships that can occur among leaders and followers under the VDL model are
in-group and out-group members. In-groups include followers with strong social ties to their leader in a
people-oriented relationship, characterized by high mutual trust, respect, loyalty, and influence.
Out-groups include followers with little or no social ties to their leader in a strictly task-oriented
relationship, characterized by low exchange, lack of trust and loyalty, and top-down influence.
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7-18
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TOP: LEARNING OUTCOMES TYP: Conceptual
ANS:
The emphasis of the team-building view is the notion that effective leaders should aspire to establish
relationships with all followers, not just with a few special individuals. It is about forging a partnership
with each group member without alienating anyone.
4. Discuss the focus of the systems and networks approach from a Leader−Follower perspective.
ANS:
The systems and networks version of the dyadic approach examines how a dyadic relationship can be
created across traditional boundaries to include everyone in the organization. It emphasizes creating
relationships that cut across functional, divisional, and even organizational boundaries, rather than
including leaders and followers in only a limited section of the organization.
ANS:
High-quality LMX relationships may be influenced by the following three antecedent factors: (1)
Follower attributes⎯Attributes such as commitment, trust, respect, and loyalty will influence leaders to
show support, delegate more, allow followers more discretion in conducting their work, and engage in
open communication with followers. (2) Leader's perceptions and behavior⎯The leader's first
impressions of a group member's competency plays an important role in defining the quality of the
relationship. (3) Situational factors⎯Factors such as tryouts or tests of a new employee may be key
determinants of a follower's in-group or out-group status.
ANS:
A major limitation is measurement difficulty. LMX theory deals with attitudes and perceptions of
individuals; two issues that are often difficult to quantify and measure. For this reason, recent research
efforts on LMX have focused on instrumentation of the theory. The way in which the attributes of
high-quality LMX relationships have been defined and measured have varied somewhat from study to
study.
© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different
from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
7-19
NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TOP: LEARNING OUTCOMES TYP: Conceptual
ANS:
The Pygmalion effect occurs when selected followers demonstrate loyalty, commitment, and trust, as a
result winning the favor of leaders who subsequently give those followers higher performance ratings.
These ratings, which may or may not be tied to actual performance, then influence the follower's
reputation, and often become a matter of record. The ratings may ultimately be used⎯formally or
informally⎯in future selection, development, and promotion decisions. Consequently, followers with a
history of high performance ratings (positive Pygmalion effect) are often promoted to higher-level
positions, and those with a history of low performance ratings (negative Pygmalion effect) may never be
promoted, or even worse, may be demoted.
ANS:
In LMX relationships, leaders develop strong social ties with in-group members. Whether intentionally
or unintentionally, this positive relationship has been known to correlate with higher performance
ratings for in-group members compared to out-group members. HR decisions regarding promotions,
demotions, reassignments, layoffs, and salary increases are often based on information accumulated in
employee files. An employee's performance evaluation from his or her manager may influence the
decision on who gets promoted, demoted, or worse, laid off. If the evaluation was based on a manager
liking or not liking a follower in the first place, rather than on actual job performance, then it may seem
unfair to use it as the basis for any action; and yet it happens everyday.
ANS:
The three follower influencing characteristics are: (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 supervise them differently.
© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different
from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
7-20
Another random document with
no related content on Scribd:
— Autan teitä parhaani mukaan, sanoi Sanders.
Hän pidättäytyi.
Kieltämätön tosiasia oli, että vaikka hän oli ollut rannikolla vasta
kuusi kuukautta, niin häntä vihasivat kaikki.
— Hitto soikoon, jos tuo lurjus vielä kiusaa minua, niin passitan
hänet kotiin, hän raivosi ja ryhtyi jatkamaan jumalallista riitaa
Sandersin kanssa.
Kirjelmä alkoi:
Sanotaan, että sir Harry Coleby tuli aivan hulluksi, kun hän luki
tämän sähkösanoman. Hän ei ollut tottunut siihen, että Downing
Streetiltä saneltiin hänelle. Hän oli niitä miehiä, jotka ylenkatsoivat
siirtomaaministeriötä. Menikö hän sekaisin vai onko tämä hänen
sihteerinsä liioittelevaa kuvausta, en tiedä. Mutta joka tapauksessa
hän lähetti Hänen Majesteettinsa siirtomaaministerille
sähkösanoman, joka muistutti mainitulle herralle elävästi niitä
hyökkäyksiä, joita hän koki ensimmäisen Home Rulelain myrskyisinä
päivinä. Se ei ollut hullu sähkösanoma eikä paha sähkösanoma; sen
oli sir Harry kirjoittanut parhaalla tyylillään, ja se antoi
siirtomaaministeriön Lontoossa tietää, että sir Harry oli mies paikalla
ja toimi omalla vastuullaan, eikä hänelle ollut asiaa kenelläkään
sivullisella, ja jos joku sekaantuisi hänen toimiinsa, niin — minun
sanani!
Bosambo, päällikkö, valitti, sillä hän tunsi rahan arvon niin hyvin,
ettei ottanut vastaan espanjalaista douroa puraisematta sitä eikä
sekoittanut Saksan markkaa shillinkiin.
Sanders tuli hyvin miettiväiseksi, kun sai kuulla nämä uutiset, sillä
Bosambo oli viekas ja taitava mies, joka tunsi alkuasukkaat yhtä
hyvin kuin Sanders itse. Sanders teki omat johtopäätöksensä ja
valmistautui pitkälle matkalle. Hän astui pieneen alukseensa aamun
sarastaessa.
Se oli, niin kuin hän oli sanonut, epämiellyttävä tie, sillä sateet
olivat olleet hyvin ankarat, ja paikoin oli polulla nilkkoihin asti liejua.
Sanders aikoi jo luopua päähänpistostaan, kun hän puolitiessä
rantaan tuli paikalle, jossa maata oli äskettäin kaivettu ja siihen oli
luotu kumpu.
— Niin kyllä, vastasi päällikkö, — mutta tämä mies oli ollut kauan
kuolleena, ja hänestä oli jäljellä ainoastaan luut. Ja kun minun
mieheni pelkäsivät hänen henkeänsä, niin he hautasivat hänet
siihen, missä hän oli.
*****
— Olet hullu! Tämä americano hirttää sinut kuin porsaan, jos hän
vain saa haistaa veren hajua. Odotetaan — mikä on kirjoitettu, sen
täytyy tapahtua.
Kauan hänen ei tarvinnut odottaa. Niin pian kuin »Yön Ilo» — se
oli aluksen runollinen nimi — oli saatu rantaan, hänet vietiin
Sandersin luo.
*****
Hän sai odottaa kauan, ennen kuin näki väreet, jotka syntyvät
krokotiilin uidessa, mutta kun ne tulivat näkyviin kulkien joen poikki
suoraan rannasta rantaan, ei hän kääntänyt niistä silmiään…
169
Hän pysähtyi.