10–16
d. feedback intensive programs
67. Taken as a whole, there are how many factors that can support leader development?
a. two
b. three
c. four
d. five
68. Effective leader development programs require all of the following factors except:
a. individual commitment to growth
b. organizational commitment and resources
c. fit between person and organization
d. opportunities for practice
69. All of the following are recommendations for individuals to develop their own leader abilities
informally except:
a. be open to new experiences
b. seek feedback
c. have classroom experiences
d. observe others around
True/False Questions
70. One of the fundamental premises of this textbook is that leaders are born and not made.
a. true
b. false
71. Leadership scholars widely agree that leaders can improve and develop their leadership skills.
a. true
10–17
b. false
72. ‘How people learn’ is an important consideration for individuals creating leader development
activities.
a. true
b. false
73. Leader development focuses on an organization’s capability to get the work done through its many
leaders.
a. true
b. false
74. Leadership development focuses on the individual development, whereas leader development focuses
on organizational capabilities.
a. true
b. false
75. Managerial, leader, leadership, and executive development differ in terms of their focus on the person
or organization.
a. true
b. false
76. Leader development may be either generic or customized.
a. true
b. false
77. For individuals to learn, they must be willing to learn and be motivated..
a. true
b. false
78. Lasting change requires patience and persistence.
a. true
b. false
79. Few leader development programs focus on self-awareness and personal growth.
a. true
b. false
80. Learning addresses the process whereas development focuses on the content of the change.
a. true
b. false
81. Traditional intelligence refers to social and interpersonal skills.
a. true
b. false
82. Communicating clearly, motivating followers, coaching them in their development, and learning are
complex skills required to lead well.
a. true
b. false
10–19
83. Learning requires consistent practice and persistence.
a. true
b. false
84. Tolerance of mistakes can be an important aspect of an organizational culture that supports learning.
a. true
b. false
85. Personal growth and self-awareness are included in most development programs.
a. true
b. false
86. Skill development programs typically help leaders understand personal strengths and weaknesses as
well as get in touch with personal values, dreams, and aspirations.
a. true
b. false
87. Satisfying more of the criteria for the leadership program does not make the program richer or more
likely to lead to long-term change and learning.
a. true
b. false
88. Assessment data can increase individual awareness.
a. true
b. false
89. Participants of leader development programs must be aware of the need for change and specific areas
they should address so they are ready to change.
a. true
b. false
90. Leader training programs that employ the challenging experience criterion challenge participants to
step outside their comfort zones and push them to experiment with skills, behavior, and approaches.
a. true
b. false
91. People generally learn and perform best when they love what they do and have a passion for their
work.
a. true
b. false
92. Leader development programs can forego several criteria for effective training and still likely achieve
long-term benefits.
a. true
b. false
93. Using a combination of tools and methods addresses different styles that reinforce one another.
a. true
b. false
94. Assessment and follow-up are important features that measure change and support new learning.
a. true
b. false
10–21
95. Being able to seek and accept information about oneself may depend on one’s personality traits.
a. true
b. false
96. Self-awareness is the cornerstone of any development program and is sufficient for getting the leader
to be willing to change and learn.
a. true
b. false
97. Coaching is a strong method for leader development, but it rarely provides participants with rich
developmental experiences.
a. true
b. false
98. If self-awareness is the cornerstone of development, then experience, or developmental experience, is
its core.
a. true
b. false
99. Experience in actually leading others is the least effective way to develop leaders.
a. true
b. false
100. Having on the job experience is essential to leadership in almost all organizations.
a. true
10–22
b. false
101. Real experience satisfies almost all criteria for effective development.
a. true
b. false
102. Whereas coaching can be informal, mentoring tends to have a more structured and formal nature.
a. true
b. false
103. Coaching and mentoring are part of developmental relationships that can help leaders improve
and grow personally and professionally.
a. true
b. false
104. Coaching can address problems in a real-life setting, but is not a good opportunity for providing
feedback.
a. true
b. false
105. Informal and formal mentoring are powerful leader development tools and can lead to life-long
supportive relationships.
a. true
b. false
10–23
106. One approach to mentoring is to consider learning from those who are poor rather than good role
models.
a. true
b. false
107. Some research and anecdotal accounts suggest that formal mentoring is less effective than
informal mentoring.
a. true
b. false
108. The primary goal of feedback-intensive programs is to assess leaders’ strengths and weakness and
to identify development needs.
a. true
b. false
109. Assessment for feedback intensive programs includes a combination of interviews, aptitude tests,
and personality tests, but does not include role plays, simulations or experiential exercises.
a. true
b. false
110. The formal, official, and objective nature of multisource feedback-intensive programs enhances
possible discomfort leaders experience and therefore is a good opportunity for growth and
development.
a. true
b. false
111. Feedback needs to be positive if it is to provide leaders with the means of changing behaviors.
a. true
b. false
10–24
112. Maintaining anonymity of the raters and confidentiality in the process is essential for effective
360-degree feedback programs.
a. true
b. false
113. Classroom experiences typically offer only lecture and discussion opportunities.
a. true
b. false
114. Classroom education is an efficient way to convey information and knowledge to groups of
people.
a. true
b. false
115. Sports in general, whether individual or team, can be a good source of learning self-management,
self-discipline, and teamwork.
a. true
b. false
116. In addition to being exhilarating and entertaining, the long-term impact of an outdoor challenge is
well documented.
a. true
b. false
10–25
117. Culture impacts expectations of the learning context, the role of the facilitator, and what methods
they prefer.
a. true
b. false
118. Compared to the United States, many Middle Eastern participants would feel more comfortable
engaging the facilitator in discussion.
a. true
b. false
119. Within the United States, leader development tends to focus on conceptual and holistic
understanding as well as theoretical development.
a. true
b. false
120. In high power distance cultures development opportunities are made available to as many people
as possible and leaders may not feel comfortable about being singled out.
a. true
b. false
121. Western cultures typically focus on developing their employees for the long term and therefore
focus on long-term results.
a. true
b. false
10–26
122. The most effective development methods that are used extensively in the United States rely on
intensive feedback and developmental relationships.
a. true
b. false
123. In Thailand, hearing about weaknesses and mistakes directly would be highly inappropriate. The
person would be embarrassed and perceive damage to his/her ability to lead.
a. true
b. false
124. Women and minorities often face challenges in leader development because assessment and
comparison methods are based on norms that may not be culturally appropriate.
a. true
b. false
125. All groups have the same training and development needs regardless of gender.
a. true
b. false
126. Lack of connection with powerful and significant mentors is a key reason for differences in
advancement of men and women.
a. true
b. false
127. Women tend to outperform male counterparts on the results of 360-degree feedback.
10–27
a. true
b. false
128. Research indicates outward-bound experiences increase both team cohesion and leader
effectiveness.
a. true
b. false
Short Answer/ Essay Questions
129. Distinguish between and explain leader development and leadership development.
130. Discuss the differences between learning and development.
131. List and explain the elements that make up the core of learning.
132. Define and explain the criteria for evaluating the effectiveness of development training programs.
133. Explain what is meant by “double–loop learning.”
134. IBM CEO Samuel Palmisano says that his company provides mobility assignments to thousands
of employees for three to six months. 3M CEO George Buckley has refocused his company’s
leadership training program to allow senior employees to stay in one job long enough to learn…and
for their failures to appear. Which alternative is more beneficial to leader development, in your
opinion and defend your position.
135. Discuss the similarities and differences between coaching and mentoring.
136. What is an “anitmentor” and how effective is an antimentor as a source of development? Defend
your opinions.
10–29
137. Howard Schultz, CEO of Starbucks created a unique culture that is defined with his statement of
“We’re not in the business of filling bellies. We’re in the business of filling souls.” What does he
mean by that statement and how did he develop employees to be committed to that philosophy?
138. Some research indicates that training programs have traditionally been developed with the white
and male majority of organizational leaders in mind. Given that factor, how effectively can those
programs be applied for women and other minorities? Explain your opinions and provide real world
examples to support your positions.