MGT 401, Chapter 6: Leadership: Core Concepts Final Test Bank Questions

Chapter 6: Leadership Test Bank Multiple Choice 1. According to a global survey by Edelman, how many people recommend a trusted business to a friend or colleague? A. 92% B. 79% C. 59% D. 30% Ans: C Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Knowledge Answer Location: Have Leaders Lost Their Followers’ Trust? Difficulty Level: Medium AACSB: Leading in organizational situations 2. According to a global survey by Edelman, how many people criticize distrusted companies on line? A. 58% B. 38% C. 42% D. 8% Ans: C Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Knowledge Answer Location: Have Leaders Lost Their Followers’ Trust? Difficulty Level: Hard AACSB Standard: Leading in organizational situations 3. According to Yukl’s definition of leadership, leadership is a ______. A. trait B. skill C. behavior D. process Ans: D Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Knowledge Answer Location: What Is Leadership? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 4. The essence of leadership is ______. A. an influence process B. manipulating others C. planning strategies D. training employees Ans: A Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Knowledge Answer Location: What Is Leadership? Difficulty Level: Easy AACSB Standard: Leading in organizational situations 5. According to the text, leadership directs individuals and groups toward achieving ______. A. group conflict B. organizational goals C. status quo D. individuals’ demands Ans: B Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Comprehension Answer Location: What Is Leadership? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 6. According to Bennis’ distinction between leaders and managers, leaders ______. A. imitate others B. rely on control C. challenge the status quo D. do things right Ans: C Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Comprehension Answer Location: Differentiating Management and Leadership Difficulty Level: Hard AACSB Standard: Leading in organizational situations 7. Sally starts a company and she knows that for her business to be successful she needs ______. A. managers only B. leaders only C. neither leaders nor managers D. both leaders and managers Ans: D Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Application Answer Location: Differentiating Management and Leadership Difficulty Level: Easy AACSB Standard: Leading in organizational situations 8. The roles of leaders and managers ______. A. are identical B. are not related at all C. overlap to some extent D. are unimportant to organizational behavior Ans: C Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Comprehension Answer Location: Differentiating Management and Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. Tom can switch between control and inspiration as the situation demands, Tom is a ______. A. manager B. managerial leader C. leader D. magician Ans: B Learning Objective: 6-1: Define leadership, and explain the difference between being a manager and being a leader. Cognitive Domain: Application Answer Location: Differentiating Management and Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. Which of the following leadership theories emphasizes adaptability of the leader to change their behavior depending on the follower’s ability to perform a specific task? A. situational leadership B. transactional leadership C. authentic leadership D. humble leadership Ans: A Learning Objective: 6-3: Explain the difference between initiating structure and consideration. Cognitive Domain: Analysis Answer Location: Leader Behaviors Difficulty Level: Medium AACSB Standard: Leading in organizational situations 11. Susan is a new manager and interested in truly becoming a leader at the top level of her organization. In order to learn more, she should focus on research related to ______. A. administration B. visionary leadership C. systems analysis D. transactional leadership Ans: B Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Application Answer Location: Repairing Broken Trust Difficulty Level: Medium AACSB Standard: Integrating knowledge across fields 12. The full-range leadership development model depicts leadership as a(n) ______. A. impossibility B. static process C. continuum D. management skill Ans: C Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Comprehension Answer Location: Full-Range Leadership Development Difficulty Level: Easy AACSB Standard: Leading in organizational situations 13. How is transformational leadership related to transactional leadership in the full-range leadership development model? A. They are unrelated. B. Transformational leadership is built on the foundation of transactional leadership. C. They are one and the same. D. Transactional leadership is built on the foundation of transformational leadership. Ans: B Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Analysis Answer Location: Full-Range Leadership Development Difficulty Level: Medium AACSB Standard: Leading in organizational situations 14. Transactional leaders motivate followers through ______. A. inspiration B. role-modeling C. inclusion D. rewards Ans: D Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Comprehension Answer Location: Transactional Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 15. JoAnn motivates followers through corrective actions, she can be described as a ______. A. charismatic leader B. visionary leader C. transactional leader D. transformational leader Ans: C Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Application Answer Location: Transactional Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 16. Jamal gives rewards depending on the actions of his followers. Jamal is demonstrating which of the following types of leadership in the full-range model of leadership? A. Laissez-faire B. Contingent reward C. Management-by-exception, passive D. Management-by-exception, active Ans: B Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Application Answer Location: Transactional Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 17. Joseph consistently looks for errors to correct and corrects them. Joseph is demonstrating which of the following types of leadership in the full-range model of leadership? A. Management-by-exception, active B. Management-by-exception, passive C. Laissez-faire D. Contingent reward Ans: A Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Application Answer Location: Transactional Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 18. Leaders who demonstrate management-by-exception (passive) behaviors ______. A. inspire followers B. do not look for errors but correct them when they find them C. actively look for errors and correct them when they find them D. avoid leadership activity Ans: B Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Application Answer Location: Transactional Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 19. Laissez-faire leadership is ______. A. more effective than transformational leadership B. actively looking for corrective opportunities C. near avoidance of leadership D. inspirational to others Ans: C Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Knowledge Answer Location: Transactional Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 20. Which of the following is one of the four I’s of transformational leadership? A. idealized influence B. individualized influence C. intellectual efforts D. improvised efforts Ans: A Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Knowledge Answer Location: Transformational Leadership Difficulty Level: Easy AACSB Standard: Leading in organizational situations 21. Rhonda treats each of her employees as a unique person. She is demonstrating which of the following of the behaviors of transformational leaders? A. idealized influence B. intellectual stimulation C. individualized consideration D. inspirational motivation Ans: C Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Application Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 22. James listens to followers openly and does not criticize their ideas. He is demonstrating which of the following of the behaviors of transformational leaders? A. inspirational motivation B. intellectual stimulation C. individualized consideration D. idealized influence Ans: B Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Application Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 23. Julie is positive and upbeat and gets others to feel optimistic as well. She is demonstrating which of the following of the behaviors of transformational leaders? A. intellectual stimulation B. idealized influence C. inspirational motivation D. individualized consideration Ans: C Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Application Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 24. Tamara is admired and respected and is seen as a change agent. She is demonstrating which of the following of the behaviors of transformational leaders? A. individualized consideration B. inspirational motivation C. intellectual stimulation D. idealized influence Ans: D Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Application Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 25. Intellectual stimulation is characterized as ______. A. being seen as change agents in the organization B. inspiring to others to work hard toward organizational goals C. encouraging innovation and new ideas D. getting to know people one-on-one and mentor them Ans: C Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Knowledge Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 26. Individualized consideration is characterized as ______. A. being seen as change agents in the organization B. inspiring to others to work hard toward organizational goals C. encouraging innovation and new ideas D. getting to know people one-on-one and mentor them Ans: D Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Comprehension Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 27. Inspirational motivation is characterized as ______. A. being seen as change agents in the organization B. inspiring to others to work hard toward organizational goals C. encouraging innovation and new ideas D. getting to know people one-on-one and mentor them Ans: B Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Comprehension Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 28. Idealized influence is characterized as ______. A. being seen as change agents in the organization B. inspiring to others to work hard toward organizational goals C. encouraging innovation and new ideas D. getting to know people one-on-one and mentor them Ans: A Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Comprehension Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 29. Which of the following leadership types is defined by behavior that mobilizes extra effort from followers? A. transactional leadership B. transformational leadership C. humble leadership D. laissez-faire leadership Ans: B Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Comprehension Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 30. Which of the following is an outcome associated with transformational leadership? A. positive attitudes B. lack of commitment C. punishment D. poor performance of followers Ans: A Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership. Cognitive Domain: Knowledge Answer Location: Transformational Leadership Difficulty Level: Easy AACSB Standard: Leading in organizational situations 31. Hamad wants to be seen as a transformational leader. He should focus on ______. A. training employees B. increasing followers’ intrinsic motivation C. employee discipline D. relationships with colleagues Ans: B Learning Objective: 6-7: Compare and contrast the elements of transactional and transformational leadership Cognitive Domain: Application Answer Location: Transformational Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 32. According to leader–member exchange (LMX) theory, leaders treat followers differently based on ______. A. employee demographics B. employee apparel C. employee contributions to work group D. employee ancestry Ans: C Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Knowledge Answer Location: Leader–Member Exchange Difficulty Level: Easy AACSB Standard: Leading in organizational situations 33. Which leadership theory is defined as, “the quality of the working relationship that is developed with each follower”? A. humble leadership B. LMX C. transactional leadership D. transformational leadership Ans: B Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Knowledge Answer Location: Leader–Member Exchange Difficulty Level: Medium AACSB Standard: Leading in organizational situations 34. Griffin performs the duties of his job but does not go above and beyond what is required. He is likely a part of which of his leader’s groups? A. out-group B. in-group C. control group D. discipline group Ans: A Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: Leader–Member Exchange Difficulty Level: Medium AACSB Standard: Leading in organizational situations 35. Alexis performs the duties of her job and offers to take on extra work. She is likely a part of which of her leader’s groups? A. out-group B. in-group C. control group D. discipline group Ans: B Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: Leader–Member Exchange Difficulty Level: Medium AACSB Standard: Leading in organizational situations 36. Which of the following is a step in LMX development? A. role-taking B. role-reconsideration C. role-improvisation D. role-faking Ans: A Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: Leader–Member Exchange Development Difficulty Level: Medium AACSB Standard: Leading in organizational situations 37. Which of the following is an outcome of being in a leader’s in-group according to LMX theory? A. less challenging work B. decreased salaries C. more promotions D. lower organizational citizenship behaviors Ans: C Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: Leader–Member Exchange Development Difficulty Level: Medium AACSB Standard: Leading in organizational situations 38. Ben is forming an overall assessment of his followers. Which step in LMX development is Ben undertaking? A. role-clarifying B. role-routinization C. role-taking D. role-making Ans: C Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: Leader–Member Exchange Development Difficulty Level: Medium AACSB Standard: Leading in organizational situations 39. Which of the following steps in LMX development occurs when mutual expectations of working relationships are established and follower’s roles becomes clearer? A. role-clarifying B. role-routinization C. role-taking D. role-making Ans: D Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: Leader–Member Exchange Development Difficulty Level: Medium AACSB Standard: Leading in organizational situations 40. Which of the following steps in LMX development occurs when role become more stable and both the leader and follower know what to expect? A. role-clarifying B. role-routinization C. role-taking D. role-making Ans: B Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: Leader–Member Exchange Development Difficulty Level: Medium AACSB Standard: Leading in organizational situations 41. According to research on LMX theory, having high-quality relationships with one’s leader is positively related to ______. A. higher performance B. decreased satisfaction C. less commitment D. increased turnover intentions Ans: A Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Knowledge Answer Location: Leader–Member Exchange Difficulty Level: Easy AACSB Standard: Leading in organizational situations 42. Chris wants to improve followers’ outcomes such as performance, satisfaction, and commitment; one proven way to do so it is to ______. A. leave followers alone to focus on work only B. develop better relationships with followers C. focus on customer satisfaction D. engage in transactional leadership Ans: B Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: Leader–Member Exchange Development Difficulty Level: Medium AACSB Standard: Leading in organizational situations 43. Simone recently read the classic Harvard Business Review article on “managing your boss.” Which of the following is a step discussed in the article? A. flattery or ingratiation B. distancing yourself from your boss C. understand yourself D. develop a good working relationship with your peers Ans: C Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: Managing Your Boss Difficulty Level: Hard AACSB Standard: Leading in organizational situations 44. In order to “manage your boss,” it is important to ______. A. become a ‘pet’ employee B. flatter your boss C. focus on your own expectations D. develop a compatible working relationship Ans: D Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Knowledge Answer Location: Managing Your Boss Difficulty Level: Medium AACSB Standard: Leading in organizational situations 45. Which of the following is one of the follower reactions to authority discussed in the text? A. codependence B. counterdependence C. underdependence D. lack of dependence Ans: B Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: Follower Reactions to Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 46. The best type of follower reaction to authority is ______. A. codependent B. counterdependent C. interdependent D. dependent Ans: C Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: Follower Reactions to Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 47. Carmela resents authority. Her reaction to authority efforts would be described as ______. A. codependent B. counterdependent C. dependent D. interdependent Ans: B Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: Follower Reactions to Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 48. Rick gives into his boss all of the time. His reaction to authority efforts would be described as ______. A. codependent B. counterdependent C. interdependent D. overdependent Ans: D Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: Follower Reactions to Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 49. In order to develop an effective working relationship with your boss, you should ______. A. avoid unnecessary contact with your boss B. be dependable and honest above all C. tell your boss what they want to hear, even if untrue D. undermine your coworkers Ans: B Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: Follower Reactions to Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 50. Which of the following is a benefit of being a leader in the middle? A. linking pin between upper management and followers B. having resources to exchange C. knowing office gossip D. making more money than others Ans: A Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: Follower Reactions to Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 51. Which of the following is an advantage of career mentoring for the mentee? A. decreased performance expectations B. fewer promotions C. higher salary D. out-group membership Ans: C Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: The Mentor Connection Difficulty Level: Easy AACSB Standard: Leading in organizational situations 52. Shane wants to find a mentor. A good first place to start is ______. A. his subordinates B. his coworkers C. his chief executive officer (CEO). D. his boss Ans: D Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: The Mentor Connection Difficulty Level: Medium AACSB Standard: Leading in organizational situations 53. Dwayne receives career advice from Shayla. In this relationship, Dwayne is best described as a ______. A. mentee B. mentor C. follower D. manager Ans: A Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: The Mentor Connection Difficulty Level: Medium AACSB Standard: Leading in organizational situations 54. Dwayne receives career advice from Susan. In this relationship, Susan is best describe as a ______. A. mentee B. mentor C. follower D. manager Ans: B Learning Objective: 2-3: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: The Mentor Connection Difficulty Level: Medium AACSB Standard: Leading in organizational situations 55. Mentors in the workplace provide which type of support for their mentees? A. academic support B. defensive support C. career support D. financial support Ans: C Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Comprehension Answer Location: The Mentor Connection Difficulty Level: Easy AACSB Standard: Leading in organizational situations 56. “The willingness to be vulnerable” is an often-cited definition of ______. A. naive B. gullibility C. neediness D. trust Ans: D Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Comprehension Answer Location: The Importance of Trust Difficulty Level: Medium AACSB Standard: Leading in organizational situations 57. Trust is best characterized as a(n) ______. A. behavior B. trait C. psychological state D. activity Ans: C Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Analysis Answer Location: The Importance of Trust Difficulty Level: Hard AACSB Standard: Leading in organizational situations 58. Which of the following is a part of the three-part view of trust? A. psychologically-based trust B. reward-based trust C. affect-based trust D. identification-based trust Ans: D Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Analysis Answer Location: The Importance of Trust Difficulty Level: Medium AACSB Standard: Leading in organizational situations 59. Which of the following form of trust is based on keeping record of what another has done for you? A. calculus-based trust B. position-based trust C. knowledge-based trust D. identification-based trust Ans: A Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Analysis Answer Location: Calculus-Based Trust Difficulty Level: Medium AACSB Standard: Leading in organizational situations 60. Which of the following form of trust is grounded in how predictable the other person is? A. calculus-based trust B. position-based trust C. knowledge-based trust D. identification-based trust Ans: C Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Analysis Answer Location: Knowledge-Based Trust Difficulty Level: Medium AACSB Standard: Leading in organizational situations 61. Which of the following forms of trust is characterized by two individuals sharing goals and objectives? A. calculus-based trust B. position-based trust C. knowledge-based trust D. identification-based trust Ans: D Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Comprehension Answer Location: Identification-based trust Difficulty Level: Medium AACSB Standard: Leading in organizational situations 62. Blake is new to MacroTech, Inc. Which of the following is one of the recommended ways to proactively adapt to his new organization? A. manage his peers B. negotiate more salary C. be pessimistic D. seek feedback Ans: D Learning Objective: 6-5: Illustrate the leader–member exchange (LMX) model with an example. Cognitive Domain: Application Answer Location: Research in Action Difficulty Level: Easy AACSB Standard: Leading in organizational situations 63. Thelma wants to have the highest degree of trust with her subordinates. She should strive to develop ______. A. calculus-based trust B. personality-based trust C. knowledge-based trust D. identification-based trust Ans: D Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Application Answer Location: Identification-Based Trust Difficulty Level: Medium AACSB Standard: Leading in organizational situations 64. Which of the following is one of the three questions to ask after a trust violation occurs? A. Is the trustee innocent or guilty of committing the transgression? B. Did the trustee mean well by his or her actions? C. Should the violation be attributed to a peer? D. Is the person hiding the truth? Ans: A Learning Objective: 6-6: Explain why trust is important and how to repair it. Cognitive Domain: Comprehension Answer Location: Repairing Broken Trust Difficulty Level: Hard AACSB Standard: Leading in organizational situations 65. Kim is a leader who promotes honesty and acts based on her moral values and beliefs. Kim is demonstrating ______. A. humble leadership B. servant leadership C. ethical leadership D. transformational leadership Ans: C Learning Objective: 6-8: Illustrate the role of morality in ethical, servant, and authentic leadership. Cognitive Domain: Application Answer Location: Ethical Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 66. Which of the following is one of the four components of ethical leadership? A. moral sensibility B. moral judgment C. moral turpitude D. moral morality Ans: B Learning Objective: 6-8: Illustrate the role of morality in ethical, servant, and authentic leadership. Cognitive Domain: Analysis Answer Location: Ethical Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 67. David recognizes how his behavior impacts others. This is which component of ethical leadership? A. moral sensitivity B. moral judgment C. moral motivation D. moral action Ans: A Learning Objective: 6-8: Illustrate the role of morality in ethical, servant, and authentic leadership. Cognitive Domain: Application Answer Location: Ethical Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 68. Donna demonstrates a need to do the right thing in all circumstances. This describes which component of ethical leadership? A. moral sensitivity B. moral judgment C. moral motivation D. moral action Ans: C Learning Objective: 6-8: Illustrate the role of morality in ethical, servant, and authentic leadership. Cognitive Domain: Application Answer Location: Ethical Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 69. Dylan is adept at determining the right ethical decision. This describes which component of ethical leadership? A. moral sensitivity B. moral judgment C. moral motivation D. moral action Ans: B Learning Objective: 6-8: Illustrate the role of morality in ethical, servant, and authentic leadership. Cognitive Domain: Application Answer Location: Ethical Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 70. Pamela is deeply aware of how one thinks and behaves and is perceived by others as being aware of her own and others’ values, knowledge, and strengths. Pamela can best be described as which type of leader? A. servant leader B. humble leader C. transactional leader D. authentic leader Ans: D Learning Objective: 6-8: Illustrate the role of morality in ethical, servant, and authentic leadership. Cognitive Domain: Application Answer Location: Servant and Authentic Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 71. Which of the following is an element of authentic leadership? A. others focused B. external moral perspective C. relational transparency D. internalized processing Ans: C Learning Objective: 6-8: Illustrate the role of morality in ethical, servant, and authentic leadership. Cognitive Domain: Comprehension Answer Location: Servant and Authentic Leadership Difficulty Level: Medium AACSB Standard: Leading in organizational situations 72. The belief that leaders are born with the talent and abilities for leadership is called ______. A. trait approach B. state approach C. social learning D. drive Ans: A Learning Objective: 6-2: Explain how the trait approach differs from most other theories of leadership. Cognitive Domain: Knowledge Answer Location: Trait Approaches Difficulty Level: Easy AACSB Standard: Leading in organizational situations 73. The focus on traits suggests that the best way to ensure effective leadership is to ______. A. Train younger people for leadership positions B. Promote from within C. Select the right people for leadership positions rather than to train them D. Combine selection and training Ans: C Learning Objective: 6-2: Explain how the trait approach differs from most other theories of leadership. Cognitive Domain: Knowledge Answer Location: Trait Approaches Difficulty Level: 2. Medium AACSB Standard: Leading in organizational situations 74. Recently, OB researchers found that the personality trait of ______ helps us to understand leadership emergence and effectiveness. A. openness to new experiences B. agreeableness C. conscientiousness D. extroversion Ans: D Learning Objective: 6-2: Describe how the trait approach differs from other theories of leadership. Cognitive Domain: Knowledge Answer Location: Trait Approaches Difficulty Level: Easy AACSB Standard: Leading in organizational situations 75. Giving followers specific instructions about their tasks, providing deadlines, setting standards for performance, and explaining rules is known as ______. A. directive leadership B. supportive leadership C. participative leadership D. achievement-oriented leadership Ans: A Learning Objective: 6-4: Demonstrate the role of leaders in the motivation process, using path–goal theory (PGT). Cognitive Domain: Knowledge Answer Location: Path–Goal Theory Difficulty Level: Easy AACSB Standard: Leading in organizational situations 76. Showing consideration, being friendly and approachable, and paying attention to the well-being of followers is known as _____. A. directive leadership B. supportive leadership C. participative leadership D. achievement-oriented leadership Ans: B Learning Objective: 6-4: Demonstrate the role of leaders in the motivation process, using path–goal theory (PGT). Cognitive Domain: Knowledge Answer Location: Path–Goal Theory Difficulty Level: Easy AACSB Standard: Leading in organizational situations 77. Allowing followers to have a voice in decisions that affect them, sharing information, inviting followers’ ideas and opinions is known as ______. A. directive leadership B. supportive leadership C. participative leadership D. achievement-oriented leadership Ans: C Learning Objective: 6-4: Demonstrate the role of leaders in the motivation process, using path–goal theory (PGT). Cognitive Domain: Knowledge Answer Location: Path–Goal Theory Difficulty Level: Easy AACSB Standard: Leading in organizational situations 78. Challenging followers to perform at high levels, setting standards for excellence, showing confidence in followers’ ability to reach goals is known as ______. A. directive leadership B. supportive leadership C. participative leadership D. achievement-oriented leadership Ans: D Learning Objective: 6-4: Demonstrate the role of leaders in the motivation process, using path–goal theory (PGT). Cognitive Domain: Knowledge Answer Location: Path–Goal Theory Difficulty Level: Easy AACSB Standard: Leading in organizational situations 79. The expectancy theory of motivation is employed to explain the motivation process in ______. A. supportive leadership B. participative leadership C. achievement-oriented leadership D. path–goal theory Ans: D Learning Objective: 6-4: Demonstrate the role of leaders in the motivation process, using path–goal theory (PGT). Cognitive Domain: Knowledge Answer Location: Adapting to the Situation Difficulty Level: Easy AACSB Standard: Leading in organizational situations 80. One consideration in path–goal theory is that the leader’s behavior affects follower motivations to assure the leader will provide ______. A. the rewards that are valued B. barriers to effectiveness C. instrumentalities D. socialization opportunities Ans: A Learning Objective: 6-4: Demonstrate the role of leaders in the motivation process, using path–goal theory (PGT). Cognitive Domain: Knowledge Answer Location: Adapting to the Situation Difficulty Level: Easy AACSB Standard: Leading in organizational situations Chapter 7: Power and Politics Test Bank Multiple Choice 1. The research evidence shows that having power has strong effects on a person’s thoughts (cognitions), affect (emotions and moods), and ______. A. abilities B. productivity C. performance D. behavior Ans: D Learning Objective: 7-1: Define power and influence, and provide an example of each. Cognitive Domain: Knowledge Answer Location: What Is It Like to Have Power? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 2. Those with a lot of power tend to rely on ______. A. risk taking B. stereotypes of others C. compassion D. empathy Ans: B Learning Objective: 7-1: Define power and influence, and provide an example of each. Cognitive Domain: Knowledge Answer Location: What Is It Like to Have Power? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 3. One study found that powerful individuals have been found to be ______. A. risk averse B. compassionate C. good liars D. empathetic Ans: C Learning Objective: 7-1: Define power and influence, and provide an example of each. Cognitive Domain: Knowledge Answer Location: What Is It Like to Have Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 4. Having the discretion and the means to asymmetrically enforce one’s will over others is known as ______. A. influence B. compassion C. coercion D. power Ans: D Learning Objective: 7-1: Define power and influence, and provide an example of each. Answer Location: Power and Influence Cognitive Domain: Knowledge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 5. Power in use is known as ______. A. influence B. compassion C. coercion D. power Ans: A Learning Objective: 7-1: Define power and influence, and provide an example of each. Answer Location: Power and Influence Cognitive Domain: Knowledge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 6. Sheila wants to influence her followers. She should know that the source of influence is ______. A. agreeableness B. intelligence C. power D. desire Ans: C Learning Objective: 7-1: Define power and influence, and provide an example of each. Cognitive Domain: Application Answer Location: Power and Influence Difficulty Level: Medium AACSB Standard: Leading in organizational situations 7. Which of the following is a position power? A. leadership power B. active power C. legitimate power D. referent power Ans: C Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Analysis Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 8. The authority to punish is known as which type of power? A. reward B. coercive C. expert D. referent Ans: B Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 9. The authority to provide incentives is known as which type of power? A. expert B. coercive C. reward D. referent Ans: C Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 10. The authority to make a request and get a response due to the nature of the roles between two people is known as which type of power? A. coercive B. legitimate C. reward D. expert Ans: B Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 11. The ability to influence others due to knowledge or a special skill set is known as which type of power? A. reward B. coercive C. referent D. expert Ans: D Learning Objective: 7-2: Compare and contrast the five bases of power. Answer Location: Bases of Power Cognitive Domain: Knowledge Difficulty Level: Medium AACSB Standard: Leading in organizational situations 12. The ability to influence based upon others’ identification with the individual and followers’ desire to emulate them is known as which type of power? A. coercive B. legitimate C. referent D. expert Ans: C Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 13. Reward power has a positive influence on ______. A. job commitment B. supervisor satisfaction C. organizational performance D. job performance Ans: D Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 14. An outcome of an influence attempt can be ______. A. compliance B. organizational commitment C. organizational performance D. job performance Ans: A Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 15. Each individual possesses a ______ within which orders are acceptable without conscious questioning of their authority. A. ambivalent zone B. lack of commitment C. zone of indifference D. job indifference Ans: C Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 16. The zone of indifference falls between reward power and expert power and is centered on ______. A. coercive power B. legitimate power C. referent power D. leadership power Ans: B Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 17. The form of power that comes with a person’s position in the hierarchy is known as ______. A. personal power B. position power C. legitimate power D. reward power Ans: B Learning Objective: 7-2: Compare and contrast the five bases of power. Cognitive Domain: Knowledge Answer Location: Bases of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 18. How much people depend up on others for necessary resources is the basis of ______. A. referant B. coercion C. power D. legitimate Ans: C Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Organizational Sources of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 19. Which of the following is one of the three lines of organizational power? A. lines of supply B. lines of command C. lines of reference D. lines of personal power Ans: A Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Organizational Sources of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 20. Leaders bringing in the things that their group needs such as materials, money, and resources such as rewards and even prestige are providing ______. A. lines of reference B. lines of command C. lines of supply D. lines of personal power Ans: C Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples Cognitive Domain: Knowledge Answer Location: Organizational Sources of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 21. Knowing who to share information with (and not share it with) is an essential leadership skill known as ______. A. lines of reference B. lines of information C. lines of supply D. lines of personal power Ans: B Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Organizational Sources of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 22. Mattea’s boss often looks for the backing of other influential managers in the organization to get things done. This is known as ______. A. lines of reference B. lines of information C. lines of support D. lines of personal power Ans: C Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Organizational Sources of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 23. A person’s position and the communication networks provide them with ______. A. structural power B. informational power C. coercive power D. hierarchical power Ans: A Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Organizational Sources of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 24. A stored-up ability to get others to do what you want them to do is known as ______. A. influence B. coercion C. pressure D. power Ans: D Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Organizational Sources of Power Difficulty Level: Medium AACSB Standard: Leading in organizational situations 25. In order to influence someone you have no formal authority over, you need to assess ______. A. how much they may depend upon you B. how coercive you can be C. how much structural power you possess D. how much hierarchical power you have Ans: A Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Influence Without Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 26. The nearly universal belief that if someone does something for you, they should be paid back is known as ______. A. The law of averages B. Karma C. the Golden Rule D. the law of reciprocity Ans: D Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Influence Without Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 27. Possessing resources that are important, scarce, and cannot be substituted by others creates ______. A. interdependence B. the law of reciprocity C. coercive power D. dependence Ans: D Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Influence Without Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 28. Resources such as support, loyalty, and extra effort on the job are called ______. A. currencies of exchange B. reciprocity assets C. interdependent resources D. goodwill Ans: A Learning Objective: 7-3: Demonstrate understanding of the three lines of power in organizations by providing examples. Cognitive Domain: Knowledge Answer Location: Influence Without Authority Difficulty Level: Medium AACSB Standard: Leading in organizational situations 29. IBQ stands for ______. A. Independent Boss’s Questionnaire B. Influence Behavior Questionnaire C. Independent Behavior Questionnaire D. Influence Behavior Questionnaire Ans: D Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Influence Strategies Difficulty Level: Medium AACSB Standard: Leading in organizational situations 30. The IBQ helps assess ______. A. coercive influence techniques B. proactive influence tactics C. levels of referential power D. reciprocity of returns Ans: B Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Influence Strategies Difficulty Level: Medium AACSB Standard: Leading in organizational situations 31.Which of the following are recognized as proactive influence tactics? A. competitive tactics B. coercive tactics C. coalition tactics D. influential tactics Ans: C Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Influence Strategies Difficulty Level: Medium AACSB Standard: Leading in organizational situations 32. Paul’s boss attempts to influence him using demands, threats, frequent checking, and/or persistent reminders. His boss is using which influence tactic? A. apprising B. ingratiation C. pressure D. exchange Ans: C Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Influence Strategies Difficulty Level: Medium AACSB Standard: Leading in organizational situations 33. Research so far has shown that the perceptions of the effectiveness of influence tactics ______. A. are multicultural B. are specific to the U.S. C. are only applicable in North America D. are specific to China Ans: A Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Influence Strategies Difficulty Level: Medium AACSB Standard: Leading in organizational situations 34. Which of these is an influence tactic that is particularly effective if the leader is viewed as an expert? A. apprising B. ingratiation C. pressure D. rational Ans: D Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 35. Persuading the target of influence that complying will advance his career is known as ______. A. apprising B. consultation C. inspirational D. rational Ans: A Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 36. Claire’s boss attempts to influence her by providing relevant resources and assistance. Her boss is using which influence tactics? A. collaboration B. legitimating tactics C. consultation D. rational persuasion Ans: A Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Application Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 37.______ is more likely to be used with peers or followers than with the boss. A. apprising B. consultation C. inspirational D. rational Ans: A Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 38. Direct or indirect quid pro quo influencing is known as ______. A. apprising B. consultation C. inspirational D. exchange Ans: D Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 39. Jodi frequently employs compliment-giving or acts deferential to some organizational members. She is practicing the ______ influential technique. A. apprising B. ingratiation C. inspirational D. exchange Ans: B Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 40. Ismael and Susan have been friends for a long time. When Susan is in need of a favor from her friend, she often uses the ______ influential technique. A. personal appeals B. ingratiation C. inspirational D. exchange Ans: A Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 41. Reminding the target of influence of their role in the organization in relation to the person making the request is known as ______. A. personal appeals B. legitimating C. inspirational D. exchange Ans: B Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 42. A technique likely to be used with peers or bosses because there is “strength in numbers” is known as ______. A. coalition B. legitimating C. inspirational D. exchange Ans: A Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 43. Which influence strategy proved to be negatively related to both task and relationship effectiveness in research results? A. coalition B. legitimating C. pressure D. exchange Ans: C Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 44. Which is the only influence tactic that held stable positive relationships with both task and relationship research outcomes? A. coalition B. legitimating C. pressure D. rational Ans: D Learning Objective: 7-4: Identify the most effective influence strategies. Cognitive Domain: Knowledge Answer Location: Which Influence Strategies Are the Most Effective? Difficulty Level: Medium AACSB Standard: Leading in organizational situations 45. The set of behaviors that people use to protect their self-image or change the way they are seen by others (or both) is known as ______. A. faking B. rationalizing C. peer pressure D. impression management Ans: D Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 46. One reason people are motivated to manage impressions is ______. A. the relevance of the goal of the impressions B. their interest in sticking with their current image C. peer pressure D. impression management Ans: A Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 47. One reason people are motivated to manage impressions is ______. A. peer influence B. a need to pretend they are somebody different C. the difference between their desired and current image D. to get impress a significant other Ans: C Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 48. Robin feels he is not liked by his peers. He is going to being ingratiating himself with them, which is a form of ______. A. faking B. rationalizing C. legitimating D. impression Management Ans: D Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 49. Research has also shown that when people feel there is a discrepancy between the way they hope to be seen and how they are currently seen, they are ______ to manage impressions. A. less motivated B. unlikely C. gung ho D. more likely Ans: D Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 50. Sarah-Anne is going to make a presentation to the board. She is interested in a promotion and is considering doing a lot of internal self-enhancement to help with her impression management. This technique will most likely leave the board feeling ______. A. she is the right person for the job. B. she is unintelligent C. she is ready for the next step D. she is an excellent presenter Ans: B Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 51. Individuals who point out their abilities or accomplishments in order to be seen as competent by observers are engaging in ______. A. self-promotion B. ingratiation C. exemplification D. faking Ans: A Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 52. Individuals who do favors or use flattery to elicit an attribution of likability from observers are engaging in ______. A. self-promotion B. ingratiation C. exemplification D. faking Ans: B Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 53. Individuals who self-sacrifice or go above and beyond the call of duty in order to gain the attribution of dedication from observers are engaging in ______. A. self-promotion B. ingratiation C. exemplification D. faking Ans: C Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 54. Individuals who signal their power or potential to punish in order to be seen as dangerous by observers are engaging in ______. A. self-promotion B. intimidation C. supplication D. faking Ans: B Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 55. Individuals who advertise their weaknesses or shortcomings in order to elicit an attribution of being needy from observers are engaging in ______. A. self-promotion B. intimidation C. supplication D. faking Ans: C Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 56. Eldon did not do well on his midterm exam and is worried about passing his final OB exam He tells his teammates about his failure on the exam and overall concerns. Eldon is using the ______ impression management tactic. A. self-promotion B. intimidation C. supplication D. faking Ans: C Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 57. Impression management strategies have been found to be based on three areas including ______. A. intimidation B. supplication C. organization focused D. supervisor focused Ans: D Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 58. Impression management strategies have been found to be based on three areas including ______. A. job focused B. organization focused C. peer focused D. direct report focused Ans: A Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 59. Body language “power poses” can be important for interviewing because they ______. A. let them know you are serious B. set the mood for your leadership qualities C. make you more likely to be hired D. help you work on your posture Ans: C Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Domain: Knowledge Answer Location: Impression Management Difficulty Level: Medium AACSB Standard: Leading in organizational situations 60. Body language “power poses” are valuable because they ______. A. release stress hormones B. release energy hormones C. establish your discomfort D. help you maintain a steady mood Ans: B Learning Objective: 7-5: Compare and contrast “minimizing bad” and “maximizing good” impression management strategies. Cognitive Do