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Download Leadership Theory Application and Skill Development 6th Edition Lussier Test Bank all chapters
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True / False
1. Dyadic refers to the individualized relationship between a leader and each follower in a work unit.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
2. Central to LMX theory is the assumption the leaders or superiors have unlimited amount of resources.
a. True
b. False
ANSWER: False
RATIONALE: The assumption is that resources are limited.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
3. The in-group includes followers with few or no social ties to their leader, in a strictly task-centered relationship
characterized by low exchange and top-down influence.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
4. The out-group includes followers with strong social ties to their leader in a supportive relationship characterized by
high mutual trust, respect, loyalty, and influence.
a. True
b. False
ANSWER: False
RATIONALE: This is not the definition for out-group.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
5. A Leader offers support, feedback, and consideration to an in-group member, and, in turn, the follower is often willing
to go the extra mile for the leader.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232 - 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
6. Leaders mostly use reward, legitimate, and coercive power to influence out-group members.
a. True
b. False
ANSWER: False
RATIONALE: Leaders use position power to influence out-group members.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
7. The focus of LMX theory is on the quality of the dyadic exchange that develops between leaders and followers.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
8. The underlying assumption of LMX theory is that leaders or superiors have limited amounts of social, personal, and
organizational resources, and as a result tend to distribute them among followers selectively.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
9. The basis of LMX theory is that leaders or superiors interact with all followers equally.
a. True
b. False
ANSWER: False
RATIONALE: Leaders selectively distribute resources.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
10. The difference between traditional leadership theories and LMX is traditional theories focus primarily on the leader
instead of the followers' roles.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
11. A leader’s control over outcomes that are desirable to followers increases the leader’s reward power.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
12. Researchers have identified two kinds of motives associated with follower feedback-seeking behavior: performance-
driven motive and self-promotion-driven motive.
a. True
b. False
ANSWER: False
RATIONALE: These are not the two motives.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Motivational Concepts - Other management-specific
knowledge and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
14. According to LMX Theory, a leader varies his or her behavior as a result of the quality of interpersonal relationships
with each individual follower.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 235
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
15. According to LMX Theory, within the same work group, the quality of each dyadic relationship will likely be the
same between followers of the same leader.
a. True
b. False
ANSWER: False
RATIONALE: LMX theory suggests all the relationships vary.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 235/6
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
16. According to LMX theory, both the leader and the follower influence the relationship that ensues between them.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
17. The narrower the leader's span of control and the fewer resources the leader has, the greater is the disparity in the
quality of LMX.
a. True
b. False
ANSWER: False
RATIONALE: A wider span of control creates a greater disparity.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
18. Two factors influence LMX relationships: the role of the leader and the role of the follower.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 235 - 236
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
19. Because John is trying to project a favorable image in order to improve a long-term relationship with his leader, he is
using ingratiation.
a. True
b. False
ANSWER: False
RATIONALE: This would be impressions management.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
20. Proactive followers use ingratiation, self-efficacy, and impression management to form positive relationships with
their leaders.
a. True
b. False
ANSWER: False
RATIONALE: Followers can use impressions management, ingratiation and self-promotion tactics.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 237
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
21. The leader-member exchange (LMX) is the quality of the exchange relationship between a leader and a follower.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 234
LEARNING OBJECTIVES: MGMT.LUSS.16.07-02 - LO: 07-02
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
23. During a feedback session, a leader should explain the negative impact of the ineffective behavior and outline
suggested remedies the leader prepared before the session started.
a. True
b. False
ANSWER: False
RATIONALE: Follower is asked to suggest remedies.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 255, exhibit 7.4
LEARNING OBJECTIVES: MGMT.LUSS.16.07-08 - LO: 07-08
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
25. A strength of LMX Theory is the inherent bias in favor of in-group members.
a. True
b. False
ANSWER: False
RATIONALE: This is a criticism of LMX.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 239
LEARNING OBJECTIVES: MGMT.LUSS.16.07-04 - LO: 07-04
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
26. LMX theorists measure the quality of the leader-follower relationship using the LMX-7 questionnaire.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 238
LEARNING OBJECTIVES: MGMT.LUSS.16.07-04 - LO: 07-04
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
27. The LMX-7 scale is preferred for defining and measuring the quality of relationships because it measures both vertical
dyad linkages and social exchanges.
a. True
b. False
ANSWER: False
RATIONALE: LMX-7 is criticized for it's narrow perspective.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 239
LEARNING OBJECTIVES: MGMT.LUSS.16.07-04 - LO: 07-04
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
28. Effective followers have the courage to initiate change and put themselves at risk or in conflict with others, even their
leaders.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 242
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
29. The conformist follower is someone who is low on involvement yet is high on critical thinking.
a. True
b. False
ANSWER: False
RATIONALE: The conformist follower is high on involvement and low on critical-thinking.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 241 and exhibit 7.1
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
30. Pragmatic followers are often known to "play political games."
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 242 and exhibit 7.1 on p. 241
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
32. The effective follower must avoid raising issues with the leader, even if the leader's decisions are misguided or
unethical.
a. True
b. False
ANSWER: False
RATIONALE: These are precisely the times an effective follower would speak up.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 242
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
33. One of the guidelines to becoming an effective leader is to take action only when being told by the leader.
a. True
b. False
ANSWER: False
RATIONALE: This is not one of the guidelines.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 244, exhibit 7.2
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
34. When challenging a leader's flawed plans and proposals, it is important for the follower to pinpoint specifics rather
than vague generalities.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 245
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
35. Kelley groups followers into five categories based on two types of behavior, independent critical thinking, and level of
involvement.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 241
LEARNING OBJECTIVES: MGMT.LUSS.16.07-05 - LO: 07-05
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
36. The three determining factors that have been found to distinguish influential followers from their peers are: follower's
relative power position, locus of control, and education and experience.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 247 and exhibit 7.3
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
37. People with an internal locus of control believe that they are "masters of their own destiny" and can influence people
and events in their workplace.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
38. People who believe they are "pawns of fate" have an internal locus of control and believe they have no influence or
control at work.
a. True
b. False
ANSWER: False
RATIONALE: These people would have an external locus of control.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 247
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
39. Differences in the level of education and experience can impact the relationship among followers, and between leaders
and followers.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 246 - 248
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
40. Today's workers are far more educated, mobile, diverse, and younger than the workforce of 30 years ago.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 248
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
41. As workers' education and experience increases, leaders have to shift to a more top-down directive style of leading.
a. True
b. False
ANSWER: False
RATIONALE: As education increases, workers resist top-down management style.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 248
LEARNING OBJECTIVES: MGMT.LUSS.16.07-06 - LO: 07-06
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
42. Delegating refers to telling employees to perform the tasks that are part of their job design.
a. True
b. False
ANSWER: False
RATIONALE: That would be issuing orders, not delegating
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 249
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
43. You can delegate responsibility and accountability, but not authority.
a. True
b. False
ANSWER: False
RATIONALE: You can delegate responsibility and authority but not accountability.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
44. One of the benefits of delegating responsibilities is that leaders can focus on doing many tasks well, instead of a few
tasks less effectively.
a. True
b. False
ANSWER: False
RATIONALE: Managers delegate so they can perform a fewer number of tasks more effectively.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 249
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
45. Technical matters and routine tasks are things that should not be delegated.
a. True
b. False
ANSWER: False
RATIONALE: Technical matters should be delegated, confidential activities should not.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 250 - 251
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
46. Before setting objectives that define responsibility, level of authority, and deadline, you should explain the need for
delegating and the reasons for selecting the employee.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 252
LEARNING OBJECTIVES: MGMT.LUSS.16.07-07 - LO: 07-07
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
Multiple Choice
47. Which of the following statements best describes the vertical dyadic linkage theory?
a. The focus is on the quantity of dyads.
b. Leaders aspire to build the same positive relationship with each follower.
c. Linkages among peers are discouraged.
d. Leader−follower interactions create in-groups and out-groups.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 232
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
48. In Vertical Dyadic Linkage Theory, leaders mostly use position power to influence:
a. in-group members.
b. out-group members.
c. effective followers.
d. pragmatic followers.
ANSWER: b
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
49. A manager applied leadership theory to the way that he directed the organization, and found some improvement in
organizational performance. The manager noticed how some individuals seemed to flourish and perform better than
others, and began to evaluate his own relationships with the individuals, rather than just the way he led the organization
"in general." The manager's new concern would be an example of applied:
a. systems and networks theory.
b. vertical dyad linkage theory.
c. social capital.
d. external locus of control.
ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 232
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
51. Leaders commonly use which of the following types of power to influence out-group members?
a. Position power.
b. Referent power.
c. Information power.
d. Expert power.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowledge
52. When asked about her new boss, an employee says that, "The relationship is simple - he tells me what to do, and I do
it. I only get what support is deemed absolutely necessary to a project. If I think that the support is simply inadequate, I
ask for more. However, the last time that I did that, he put someone else on the job." This employee is probably a(n):
a. out-group member.
b. lower-level employee.
c. pragmatic follower.
d. proactive team member.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: p. 233
LEARNING OBJECTIVES: MGMT.LUSS.16.07-01 - LO: 07-01
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Comprehension
55. The concept of ________ is the set of resources that inheres in the structure of relations between members of the
group, which helps them get ahead.
a. group interaction
b. social exchange
c. social capital
d. ingratiation
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
REFERENCES: p. 238
LEARNING OBJECTIVES: MGMT.LUSS.16.07-03 - LO: 07-03
NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills
STATE STANDARDS: United States - IL - DISC: Leadership Principles - Other management specific knowledge
and abilities
ACCREDITING STANDARDS: AACSB: Analytic - Analytic skills
TOPICS: Conceptual
KEYWORDS: BLOOMS: Knowlege
Mitten in die Farben des Herbstes hinein, die sich zu Tode glühten,
kam ein Brief von Heinrich Craner, der Agnes Elisabeths Adresse
trug.
Sie saß im Garten, als er ihr gebracht wurde, nähte an einem
Kleide für Evelyn und dachte darüber nach, daß Marianne in letzter
Zeit so angegriffen aussah.
Die Naht wurde zu Ende gebracht und der Brief dann langsam
geöffnet. Craner schrieb:
»Wenn ich mir überlege, daß Sie mich innerhalb der letzten sieben
Jahre nur ein paar kurze Stunden gesehen haben, daß diese
Stunden ausgefüllt waren von geschäftlichen Besprechungen, die für
gegenseitiges persönliches Verstehen wenig Raum gaben, so
kommen mir Bedenken, ob ich diesen Brief schreiben darf.
Mache ich mir aber klar, daß Sie dem Leben stets mit offnen
Augen gegenübergestanden haben, daß Ihr Blick nicht getrübt
worden ist durch konventionelle Brillengläser und scharf geblieben
durch die klare Atmosphäre Ihres stillen selbstbewußten Lebens,
daß Ihre gerade Natur nur Ursprüngliches und Unmittelbares
verlangen kann, so weiß ich, daß ich diesen Brief schreiben muß.
Also schreibe ich ihn.
Was nun kommt, möchte von einer Empfindung sprechen. Ich
zweifle, ob es mir gelingen wird, ihr Ausdruck zu geben. Ich bin nicht
gewöhnt, von meinen Gefühlen zu reden, und es fällt mir in der
gegenwärtigen Lage doppelt schwer, da es mir bisher nicht gelungen
ist, festzustellen, ob Ihr Inneres auf dieselbe Tonart gestimmt ist wie
das meine.
Aber auch eine in dürftige Hülle gekleidete Empfindung werden
Sie erkennen, wenn sie nur überhaupt einen Wert für Sie hat.
Ich liebe Sie.
Darf ich Ihnen erklären, wie es dazu kam?
Ich habe in meinem Leben vielleicht mehr über mich nachgedacht,
als die meisten zu tun pflegen. Ich habe schon von Kind auf die
Gewohnheit gehabt, mich nicht mit allgemeinen Glückswerten
zufrieden zu geben, sondern mir auf eigne Faust mein bißchen
Glück zu erkämpfen.
Es ist mir gelungen. Nach mannigfachen Zickzackwegen natürlich,
die aber, wenn ich sie von mühsam erreichter Höhe nun
rückschauend betrachte, doch eine gerade Linie bilden.
Die Lebenserfahrung, die ich nach innerem Streit im
Studierzimmer, nach äußeren Kämpfen an Krankenbetten, in
Hospitälern und auf sonnenbrennenden Schlachtfeldern Südafrikas
gewinnen durfte, ist die: Glück heißt: Persönlichkeit sein und aus der
Fülle eigner Kraft andere glücklich machen. Ich darf sagen, daß ich
mir dies Glück zu eigen gemacht habe.
Aber nun will es mir nicht mehr genügen.
Seit einigen Monaten bin ich mir darüber klar geworden, daß eine
Sehnsucht in mir lebt, die schon jahrelang unbewußt geschlummert
hat. Es hat lange gedauert, bis ich wußte, was das Ziel dieser stillen
Sehnsucht ist. Jetzt weiß ich es!
Alle Menschen, denen ich bis heute äußerlich nähergestanden
habe, waren mir innerlich fremd. Aber ich brauche jemand, der mich
etwas angeht, der nach mir greift mit Liebe und mich festhält mit
Verstehen.
Harte Hände, die in mein Leben hineinfassen und es rütteln, und
doch auch weiche Hände, die es milde streicheln.
Als ich Sie vor vier Monaten verließ, wußte ich, daß Sie für mich
bedeuten können, was ich brauche. Das war zunächst eine kühle
Überlegung. Mit jedem Tage, den ich bei meiner Arbeit durchlebte,
wurde sie mehr und mehr verdrängt durch ein herzliches und inniges
Gefühl für Sie.
Ich komme zu Ihnen als ein Bittender, doch nicht um Opfer. Was
ich Ihnen geben kann, ist nur ein Leben voll Arbeit unter den
erschwerten äußeren Bedingungen eines ungünstigen Klimas.
Arbeit, aber vielleicht auch Ruhe, gewisse, fröhliche Ruhe, die nur
die Arbeit geben kann. Und Liebe! Keine amour, aber ein treues,
ehrliches Empfinden!
Ich bitte Sie nicht um eine schnelle Antwort! Ich werde am 29.
Oktober zu Ihnen kommen und mir meine Antwort selbst holen.
Heinrich Craner.«
Eine Weile sah Agnes Elisabeth regungslos vor sich hin. Vorerst
verstand sie nichts von diesem Brief; er traf sie plötzlich und
unerwartet; sie war erschrocken und unfähig, einen Gedanken zu
fassen. Langsam gingen ihre Augen über die vergilbten
Rasenflächen und den Wollstoff auf dem Tisch und blieben wieder
auf dem Bogen liegen. »Auch weiche Hände, die es milde streicheln
...« Plötzlich wachte in ihrem Nacken ein Feuer auf, verbreitete sich
rasch über ihren Rücken, fuhr hinab bis in die Fußspitzen, loderte
hinauf zum Scheitel. Sie lehnte sich weit zurück, ließ die Hände
herabsinken und warf den Kopf nach hinten. Und dann fuhr die
Erkenntnis durch sie hindurch: Da war jemand, der hatte sie lieb!
Das packte sie jäh. Das ergriff sie wie ein Taumel. Sie sprang auf
und ging in den Garten. Unten am Wasser saß Evelyn, mitten im
Sonnenschein.
»Pass’ auf, ich kriege dich!« rief sie ihr zu.
Die Kleine war schnell auf den Beinen und lief über den Rasen.
Nun wurde es ein Tollen und Jagen, mit fliegenden Kleidern und
lautem Gejuchze. Evelyn rannte durch die Tannenallee zum Wasser
hinunter.
Agnes Elisabeth lief ihr nach, blieb aber plötzlich stehen und sah
sich um. Vor ihr stand die Masse einer Rotbuche, auf deren
blutenden Blättern mattes Gold schimmerte, dicht über Rasens Höhe
karmoisinrote Kugeln von Georginen, und etwas höher, lang und
schmal, weinrote Haselnußgerten. Dort drüben die kupferhelle
Freudigkeit breiter Ahornzweige, die sich lachend vor dunkle Tannen
drängte. Und ganz hinten, ein Spott auf des Herbstes Sterben: in
dürrem Gebüsch gleißendes Scharlachrot. Und dies alles jauchzte
ihr zu, schrie und jubelte.
Oh, sie hätte ihre Arme ausbreiten mögen nach diesen tausend
Flammen brennenden Rots, die eigens für sie entzündet waren. Und
die Flut des Sonnenlichts hätte sie trinken wollen, durstig, und
zitternd unter der Bürde ihres Glücks.
Eine Bürde war es ...! Wie sie weiterging, waren ihre Schritte
schwer, als müßten sie sich beugen, — wie heißes Gold rann das
Blut durch ihre Adern. Und irgendwo da drinnen war eine Last, die
alle Glieder müde machte.
Aber sie dachte nichts anderes, als daß sie diese Last tragen
dürfte, jetzt noch wie in einem Traum, und nun mit Gewißheit.
Mit Gewißheit ...!
Trotzdem freilich wußte sie noch nicht, was sie mit Craners Brief
anfangen sollte.
IX