2
HROB 101 Final Exam with precise detailed solutions
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leadership - ✔✔the ability to influence a group in goal achievement
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formal leaders - ✔✔Those who hold a position of authority and may utilize the power that
|| || || || || || || || || || || || || || || ||
comes from their position, as well as their personal power to influence others.
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informal leaders - ✔✔Those without a formal position of authority within the organization
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but demonstrate leadership by influencing those around them through personal forms of
|| || || || || || || || || || || ||
power.
Openness - ✔✔Being curious, original, intellectual, creative, and open to new ideas
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Conscientiousness - ✔✔Being organized, systematic, punctual, achievement oriented, and
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dependable
Extraversion - ✔✔Being outgoing, talkative, sociable, and enjoying social situations
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Agreeableness - ✔✔Being affable, tolerant, sensitive, trusting, kind, and warm
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Neuroticism - ✔✔Being anxious, irritable, temperamental, and moody
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task-oriented leader behaviors - ✔✔Structuring the roles of subordinates, providing them
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with instructions, and behaving in ways that will increase the performance of the group
|| || || || || || || || || || || || || ||
(also called initiating structure).
|| || ||
people-oriented leader behaviors - ✔✔Showing concern for employee feelings and treating
|| || || || || || || || || || ||
employees with respect (also called consideration).
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,2
autocratic decision making - ✔✔What occurs when leaders make the decision alone without
|| || || || || || || || || || || ||
necessarily involving employees in the decision-making process.
|| || || || || || ||
democratic decision making - ✔✔What occurs when leaders and employees participate in
|| || || || || || || || || || || ||
the making of the decision.
|| || || ||
laissez-faire decision making - ✔✔What occurs when leaders leave employees alone to
|| || || || || || || || || || || ||
make the decision. The leader provides minimum guidance and involvement in the decision.
|| || || || || || || || || || || ||
Theory X - ✔✔A theory of human nature which assumes that employees are lazy, do not
|| || || || || || || || || || || || || || || ||
enjoy working, and will avoid expending energy on work whenever possible.
|| || || || || || || || || ||
Theory Y - ✔✔A theory of human nature which assumes that employees are not lazy, can
|| || || || || || || || || || || || || || || ||
enjoy work, and will put effort into furthering organizational goals.
|| || || || || || || || ||
Fiedler's Contingency Theory - ✔✔According to Fiedler's theory, different people can be
|| || || || || || || || || || || ||
effective in different situations. The LPC score is akin to a personality trait and is not likely
|| || || || || || || || || || || || || || || || ||
to change. Instead, placing the right people in the right situation or changing the situation
|| || || || || || || || || || || || || || ||
to suit an individual is important to increase a leader's effectiveness. The theory predicts
|| || || || || || || || || || || || || ||
that in "favorable" and "unfavorable" situations, a low LPC leader—one who has feelings of
|| || || || || || || || || || || || || ||
dislike for coworkers who are difficult to work with—would be successful. When situational
|| || || || || || || || || || || || ||
favorableness is medium, a high LPC leader—one who is able to personally like coworkers
|| || || || || || || || || || || || || ||
who are difficult to work with—is more likely to succeed.
|| || || || || || || || ||
How does Fiedler determine whether a situation is "favorable," "medium," or "unfavorable"?
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There are three conditions creating situational favorableness: leader-subordinate relations,
|| || || || || || || || || ||
position power, and task structure. If the leader has a good relationship with most people
|| || || || || || || || || || || || || || ||
and has high position power, and the task at hand is structured, the situation is very
|| || || || || || || || || || || || || || || ||
favorable. When the leader has low-quality relations with employees and has low position
|| || || || || || || || || || || || ||
power, and the task at hand is relatively unstructured, the situation is very unfavorable.
|| || || || || || || || || || || || ||
, 2
Situational Leadership Theory (SLT) - ✔✔This theory argues that leaders must use different
|| || || || || || || || || || || || ||
leadership styles depending on their followers' development level. According to this model,
|| || || || || || || || || || || ||
employee readiness (defined as a combination of their competence and commitment levels)
|| || || || || || || || || || || ||
is the key factor determining the proper leadership style.
|| || || || || || || || ||
The model summarizes the level of directive and supportive behaviors that leaders may
|| || || || || || || || || || || || ||
exhibit. The model argues that to be effective, leaders must use the right style of behaviors
|| || || || || || || || || || || || || || || ||
at the right time in each employee's development. It is recognized that followers are key to
|| || || || || || || || || || || || || || || ||
a leader's success. Employees who are at the earliest stages of developing are seen as being
|| || || || || || || || || || || || || || ||
highly committed but with low competence for the tasks. Thus, leaders should be highly
|| || || || || || || || || || || || || || ||
directive and less supportive. As the employee becomes more competent, the leader should
|| || || || || || || || || || || ||
engage in more coaching behaviors. Supportive behaviors are recommended once the
|| || || || || || || || || || || ||
employee is at moderate to high levels of competence. And finally, delegating is the
|| || || || || || || || || || || || || ||
recommended approach for leaders dealing with employees who are both highly committed || || || || || || || || || || || ||
and highly competent. While the SLT is popular with managers, relatively easy to understand
|| || || || || || || || || || || || ||
and use, and has endured for decades, research has been mixed in its support of the basic
|| || || || || || || || || || || || || || || || || ||
assumptions of the model.[36] Therefore, while it can be a useful way to think about
|| || || || || || || || || || || || || || ||
matching behaviors to situations, overreliance on this model, at the exclusion of other
|| || || || || || || || || || || || ||
models, is premature. || ||
Robert House's path-goal theory of leadership - ✔✔This theory is based on the expectancy
|| || || || || || || || || || || || || ||
theory of motivation. The expectancy theory of motivation suggests that employees are
|| || || || || || || || || || || ||
motivated when they believe—or expect—that (a) their effort will lead to high performance,
|| || || || || || || || || || || ||
(b) their high performance will be rewarded, and (c) the rewards they will receive are
|| || || || || || || || || || || || || || || ||
valuable to them. According to the path-goal theory of leadership, the leader's main job is
|| || || || || || || || || || || || || || ||
to make sure that all three of these conditions exist. Thus, leaders will create satisfied and
|| || || || || || || || || || || || || || || ||
high-performing employees by making sure that employee effort leads to performance, and || || || || || || || || || || || ||
their performance is rewarded by desired rewards. The leader removes roadblocks along the
|| || || || || || || || || || || ||
way and creates an environment that subordinates find motivational.
|| || || || || || || || ||
directive leaders - ✔✔Leaders who provide specific directions to their employees. They lead
|| || || || || || || || || || || || ||
employees by clarifying role expectations, setting schedules, and making sure that
|| || || || || || || || || || ||
employees know what to do on a given work day. || || || || || || || || ||
supportive leaders - ✔✔Leaders who provide emotional support to employees. They treat
|| || || || || || || || || || || ||
employees well, care about them on a personal level, and they are encouraging.
|| || || || || || || || || || || ||
HROB 101 Final Exam with precise detailed solutions
|| || || || || || ||
leadership - ✔✔the ability to influence a group in goal achievement
|| || || || || || || || || ||
formal leaders - ✔✔Those who hold a position of authority and may utilize the power that
|| || || || || || || || || || || || || || || ||
comes from their position, as well as their personal power to influence others.
|| || || || || || || || || || || ||
informal leaders - ✔✔Those without a formal position of authority within the organization
|| || || || || || || || || || || || ||
but demonstrate leadership by influencing those around them through personal forms of
|| || || || || || || || || || || ||
power.
Openness - ✔✔Being curious, original, intellectual, creative, and open to new ideas
|| || || || || || || || || || ||
Conscientiousness - ✔✔Being organized, systematic, punctual, achievement oriented, and
|| || || || || || || || ||
dependable
Extraversion - ✔✔Being outgoing, talkative, sociable, and enjoying social situations
|| || || || || || || || ||
Agreeableness - ✔✔Being affable, tolerant, sensitive, trusting, kind, and warm
|| || || || || || || || ||
Neuroticism - ✔✔Being anxious, irritable, temperamental, and moody
|| || || || || || ||
task-oriented leader behaviors - ✔✔Structuring the roles of subordinates, providing them
|| || || || || || || || || || ||
with instructions, and behaving in ways that will increase the performance of the group
|| || || || || || || || || || || || || ||
(also called initiating structure).
|| || ||
people-oriented leader behaviors - ✔✔Showing concern for employee feelings and treating
|| || || || || || || || || || ||
employees with respect (also called consideration).
|| || || || ||
,2
autocratic decision making - ✔✔What occurs when leaders make the decision alone without
|| || || || || || || || || || || ||
necessarily involving employees in the decision-making process.
|| || || || || || ||
democratic decision making - ✔✔What occurs when leaders and employees participate in
|| || || || || || || || || || || ||
the making of the decision.
|| || || ||
laissez-faire decision making - ✔✔What occurs when leaders leave employees alone to
|| || || || || || || || || || || ||
make the decision. The leader provides minimum guidance and involvement in the decision.
|| || || || || || || || || || || ||
Theory X - ✔✔A theory of human nature which assumes that employees are lazy, do not
|| || || || || || || || || || || || || || || ||
enjoy working, and will avoid expending energy on work whenever possible.
|| || || || || || || || || ||
Theory Y - ✔✔A theory of human nature which assumes that employees are not lazy, can
|| || || || || || || || || || || || || || || ||
enjoy work, and will put effort into furthering organizational goals.
|| || || || || || || || ||
Fiedler's Contingency Theory - ✔✔According to Fiedler's theory, different people can be
|| || || || || || || || || || || ||
effective in different situations. The LPC score is akin to a personality trait and is not likely
|| || || || || || || || || || || || || || || || ||
to change. Instead, placing the right people in the right situation or changing the situation
|| || || || || || || || || || || || || || ||
to suit an individual is important to increase a leader's effectiveness. The theory predicts
|| || || || || || || || || || || || || ||
that in "favorable" and "unfavorable" situations, a low LPC leader—one who has feelings of
|| || || || || || || || || || || || || ||
dislike for coworkers who are difficult to work with—would be successful. When situational
|| || || || || || || || || || || || ||
favorableness is medium, a high LPC leader—one who is able to personally like coworkers
|| || || || || || || || || || || || || ||
who are difficult to work with—is more likely to succeed.
|| || || || || || || || ||
How does Fiedler determine whether a situation is "favorable," "medium," or "unfavorable"?
|| || || || || || || || || || ||
There are three conditions creating situational favorableness: leader-subordinate relations,
|| || || || || || || || || ||
position power, and task structure. If the leader has a good relationship with most people
|| || || || || || || || || || || || || || ||
and has high position power, and the task at hand is structured, the situation is very
|| || || || || || || || || || || || || || || ||
favorable. When the leader has low-quality relations with employees and has low position
|| || || || || || || || || || || || ||
power, and the task at hand is relatively unstructured, the situation is very unfavorable.
|| || || || || || || || || || || || ||
, 2
Situational Leadership Theory (SLT) - ✔✔This theory argues that leaders must use different
|| || || || || || || || || || || || ||
leadership styles depending on their followers' development level. According to this model,
|| || || || || || || || || || || ||
employee readiness (defined as a combination of their competence and commitment levels)
|| || || || || || || || || || || ||
is the key factor determining the proper leadership style.
|| || || || || || || || ||
The model summarizes the level of directive and supportive behaviors that leaders may
|| || || || || || || || || || || || ||
exhibit. The model argues that to be effective, leaders must use the right style of behaviors
|| || || || || || || || || || || || || || || ||
at the right time in each employee's development. It is recognized that followers are key to
|| || || || || || || || || || || || || || || ||
a leader's success. Employees who are at the earliest stages of developing are seen as being
|| || || || || || || || || || || || || || ||
highly committed but with low competence for the tasks. Thus, leaders should be highly
|| || || || || || || || || || || || || || ||
directive and less supportive. As the employee becomes more competent, the leader should
|| || || || || || || || || || || ||
engage in more coaching behaviors. Supportive behaviors are recommended once the
|| || || || || || || || || || || ||
employee is at moderate to high levels of competence. And finally, delegating is the
|| || || || || || || || || || || || || ||
recommended approach for leaders dealing with employees who are both highly committed || || || || || || || || || || || ||
and highly competent. While the SLT is popular with managers, relatively easy to understand
|| || || || || || || || || || || || ||
and use, and has endured for decades, research has been mixed in its support of the basic
|| || || || || || || || || || || || || || || || || ||
assumptions of the model.[36] Therefore, while it can be a useful way to think about
|| || || || || || || || || || || || || || ||
matching behaviors to situations, overreliance on this model, at the exclusion of other
|| || || || || || || || || || || || ||
models, is premature. || ||
Robert House's path-goal theory of leadership - ✔✔This theory is based on the expectancy
|| || || || || || || || || || || || || ||
theory of motivation. The expectancy theory of motivation suggests that employees are
|| || || || || || || || || || || ||
motivated when they believe—or expect—that (a) their effort will lead to high performance,
|| || || || || || || || || || || ||
(b) their high performance will be rewarded, and (c) the rewards they will receive are
|| || || || || || || || || || || || || || || ||
valuable to them. According to the path-goal theory of leadership, the leader's main job is
|| || || || || || || || || || || || || || ||
to make sure that all three of these conditions exist. Thus, leaders will create satisfied and
|| || || || || || || || || || || || || || || ||
high-performing employees by making sure that employee effort leads to performance, and || || || || || || || || || || || ||
their performance is rewarded by desired rewards. The leader removes roadblocks along the
|| || || || || || || || || || || ||
way and creates an environment that subordinates find motivational.
|| || || || || || || || ||
directive leaders - ✔✔Leaders who provide specific directions to their employees. They lead
|| || || || || || || || || || || || ||
employees by clarifying role expectations, setting schedules, and making sure that
|| || || || || || || || || || ||
employees know what to do on a given work day. || || || || || || || || ||
supportive leaders - ✔✔Leaders who provide emotional support to employees. They treat
|| || || || || || || || || || || ||
employees well, care about them on a personal level, and they are encouraging.
|| || || || || || || || || || || ||
