True / False
1. The major difference between behavioral and contingency leadership theories is that contingency leadership theories
attempt to determine the one best leadership style in all situations.
a.
True
b.
False
2. Leadership models are examples to emulate or use in a given situation.
a.
True
b.
False
True
Easy
p. 110
MGMT.LUSS.16.04-01 – LO: 04–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
3. According to contingency leadership theories, leadership success requires that managers adapt different leadership
styles to meet the situation.
a.
True
b.
False
True
Easy
p. 110
MGMT.LUSS.16.04-01 – LO: 04–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
False
Easy
p.109
MGMT.LUSS.16.04-01 – LO: 04–01
United States – BUSPROG: Analytic
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
4. Global companies such as McDonald’s with restaurants all over the world do not have to be concerned about
differences in leadership styles across countries.
a.
True
b.
False
False
Easy
p. 111
MGMT.LUSS.16.04-02 – LO: 04–02
Conceptual
5. In Europe and other parts of the world, managers have fewer cultural than technical variables to deal with because of
similar value systems and religious backgrounds among employees.
a.
True
b.
False
False
Easy
p. 111
MGMT.LUSS.16.04-02 – LO: 04–02
Conceptual
6. The growing cultural diversity of the workforce and the increasing globalization of the marketplace creates the need for
leaders with multicultural backgrounds and experiences.
a.
True
b.
False
True
Easy
p. 111
Conceptual
7. Fred E. Fiedler’s Contingency Theory of Leadership states that leadership styles are basically constant.
a.
True
b.
False
True
Easy
p. 112
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
8. According to Fiedler’s Contingency Theory of Leadership, a leader’s effectiveness is a function of the leader’s style and
the favorableness of the situation to that style.
a.
True
b.
False
True
Easy
p. 113
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
9. To determine whether a leader’s style is more task-motivated or more relationship-motivated, Fiedler uses his Least
Preferred Coworker Scale.
a.
True
b.
False
True
Easy
p. 113
MGMT.LUSS.16.04-02 – LO: 04–02
Conceptual
10. According to Fiedler’s Contingency Theory of Leadership, the more control the leader has over the followers, the less
favorable the situation is for the leader.
a.
True
b.
False
False
Moderate
p. 114
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
11. Situational favorableness refers to the degree to which a situation enables the leader to exert influence over the
followers.
a.
True
b.
False
True
Easy
p. 114
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
12. The three variables of situational favorableness include task structure, position power, and leadership style.
a.
True
b.
False
False
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
13. Task structure is the most powerful determinant of overall situational favorableness.
a.
True
b.
False
False
Moderate
p. 114
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
14. If the leadership style does not match the situation, Fiedler recommends to change the leadership style, rather than the
situation.
a.
True
b.
False
False
Moderate
p. 114
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
15. Reviews of the research on Fiedler’s Contingency Theory of Leadership have concluded that the research tends to
support the model, but not for every situation.
a.
True
b.
False
Easy
p. 114
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
16. According to the leadership continuum model, a leader should consider three variables – boss, subordinates, and
situation (time) – before selecting one of seven leadership styles.
a.
True
b.
False
True
Easy
p. 117
MGMT.LUSS.16.04-04 – LO: 04–04
Conceptual
17. The two major continuum leadership model styles are boss-centered and subordinate-centered.
a.
True
b.
False
True
Easy
p. 117
MGMT.LUSS.16.04-04 – LO: 04–04
Conceptual
18. Fred E. Fiedler developed the path-goal leadership theory.
a.
True
b.
False
True
Easy
p. 116
MGMT.LUSS.16.04-03 – LO: 04–03
Conceptual
19. The path-goal leadership model is used to determine which one of seven styles to select, based on the use of boss-
centered versus subordinate-centered leadership, to meet the situation (boss, subordinates, situation/time) in order to
maximize performance.
a.
True
b.
False
False
Easy
p. 119
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
20. Path-goal leadership theory is based on motivation theories of goal setting and expectancy theory.
a.
True
b.
False
True
Moderate
p. 119
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
21. The variables used to determine the leadership style using the path-goal leadership theory include the subordinate and
False
Easy
p. 119
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
environment.
a.
True
b.
False
22. Environment situational factors include task structure, formal authority, and work group.
a.
True
b.
False
True
Easy
p. 120
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
23. Authoritarianism is the extent of the leader’s position power.
a.
True
b.
False
False
Moderate
p. 120
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
True
Easy
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
24. Providing high structure is an example of directive leadership style.
a.
True
b.
False
25. Supportive leadership is appropriate when the followers do not want autocratic leadership, have external locus of
control, and follower ability is high.
a.
True
b.
False
False
Moderate
p. 121
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
26. The participative style includes employee input into decision making.
a.
True
b.
False
True
Easy
p. 121
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
True
Moderate
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
27. When a leader sets difficult but achievable goals, expects followers to perform at their highest level, and rewards them
for doing so, the leader is using a participative style.
a.
True
b.
False
28. Achievement-oriented leadership is appropriate when followers are open to autocratic leadership, have external locus
of control, and follower ability is high.
a.
True
b.
False
True
Moderate
p. 121
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
29. Normative leadership theory led to the development of the theory of charismatic leadership.
a.
True
b.
False
False
Moderate
p. 122
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
False
Moderate
p. 121
MGMT.LUSS.16.04-05 – LO: 04–05
Conceptual
30. The normative leadership model has a time-driven and development-driven decision tree that enables the user to select
one of five leadership styles (decide, consult individually, consult group, facilitate, and delegate) appropriate for the
situation (seven questions/variables) to maximize decisions.
a.
True
b.
False
True
Easy
p. 123
MGMT.LUSS.16.04-06 – LO: 04–06
Conceptual
31. The normative leadership style that lets the group diagnose the problem and make the decision within stated limits is
facilitate.
a.
True
b.
False
False
Moderate
p, 124
MGMT.LUSS.16.04-06 – LO: 04–06
Conceptual
32. The role of the leader is to answer questions and provide encouragement and resources using the facilitate leadership
style.
a.
True
b.
False
False
Moderate
p. 124
MGMT.LUSS.16.04-06 – LO: 04–06
33. When using the normative leadership model, the more expertise the leader has, the less need there is for follower
participation.
a.
True
b.
False
True
Moderate
p. 124
MGMT.LUSS.16.04-06 – LO: 04–06
Conceptual
34. Not all seven variables/questions are relevant to all decisions using the normative leadership model.
a.
True
b.
False
True
Easy
p. 126
MGMT.LUSS.16.04-06 – LO: 04–06
Conceptual
35. The first step for using the normative leadership model is to select a time-driven model or development-driven model.
a.
True
b.
False
True
p. 127
MGMT.LUSS.16.04-06 – LO: 04–06
Conceptual
36. The time-driven model is concerned with making effective decisions with minimum cost.
a.
True
b.
False
True
Easy
p. 127
MGMT.LUSS.16.04-06 – LO: 04–06
Conceptual
37. The normative leadership model is not popular with managers because it is not based on research.
a.
True
b.
False
False
Moderate
p. 128
MGMT.LUSS.16.04-06 – LO: 04–06
Conceptual
38. The contingency leadership model and normative leadership model are prescriptive models, because they tell the user
exactly which leadership style to use in a given situation.
a.
True
b.
False
True
Easy
p. 129
MGMT.LUSS.16.04-09 – LO: 04–09
Conceptual
39. The continuum and path-goal leadership models are descriptive models, because users select the appropriate
leadership style for a given situation based on their own judgment.
a.
True
b.
False
True
Moderate
p. 129
MGMT.LUSS.16.04-09 – LO: 04–09
Conceptual
40. Neutralizers for leadership include characteristics of the subordinate, task, and organization that replace the need for a
leader or neutralize the leader’s behavior.
a.
True
b.
False
False
Moderate
p. 131
MGMT.LUSS.16.04-10 – LO: 04–10
Conceptual
41. Characteristics of the task include formalization (explicit plans, goals, and areas of responsibility), inflexibility (rigid,
unbending rules and procedures), and invariant methodology.
a.
True
b.
False
False
Conceptual
42. All of the leadership styles put forth in both the behavioral and contingency leadership theories are based on the same
two behavior concepts.
a.
True
b.
False
True
Moderate
p. 128 – 129
MGMT.LUSS.16.04-07 – LO: 04–07
Conceptual
43. When comparing behavioral theories and contingency theories, the situation determines the leadership style in
contingency theories and behavioral theories attempted to find the one best leadership style for all situations.
a.
True
b.
False
True
Moderate
p. 109
MGMT.LUSS.16.04-07 – LO: 04–07
Conceptual
44. When comparing the four contingency models, research only consistently supports Fiedler’s Contingency Leadership
Model.
a.
True
b.
False
False
Moderate
p. 131
MGMT.LUSS.16.04-10 – LO: 04–10
Conceptual
45. When comparing the four contingency leadership models, Fiedler’s Model and the Continuum Leadership Model are
more popular today than either the Path-Goal or the Normative Leadership Models.
a.
True
b.
False
False
Moderate
p. 118
MGMT.LUSS.16.04-08 – LO: 04–08
Conceptual
46. Out of the four contingency leadership models, the leadership continuum model is the most complex.
a.
True
b.
False
False
Moderate
p. 117 – 118
MGMT.LUSS.16.04-08 – LO: 04–08
47. Out of the four contingency leadership models, the leadership continuum theory is criticized for being too subjective.
Moderate
MGMT.LUSS.16.04-08 – LO: 04–08
Conceptual
a.
True
b.
False
Multiple Choice
48. A ____ is an example for use in a given situation.
a.
leadership theory
b.
leadership model
c.
contingency theory
d.
substitute for leadership
Easy
p. 110
MGMT.LUSS.16.04-01 – LO: 04–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
49. A leadership model:
a.
is an explanation of some aspect of leadership.
b.
has practical value.
c.
is used when selecting the appropriate leadership style for a given situation.
d.
explains the variables and leadership styles to be used in a given contingency situation.
c
Moderate
p. 110
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
True
Moderate
p. 118
MGMT.LUSS.16.04-08 – LO: 04–08
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
50. The contingency leadership model variables include all of the following, EXCEPT:
a.
the leader.
b.
the followers.
c.
the situation.
d.
the task.
Easy
p. 110
MGMT.LUSS.16.04-02 – LO: 04–02
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
51. Today, more companies are looking for graduates with ________.
a.
b.
c.
d.
Moderate
p. 111
MGMT.LUSS.16.04-02 – LO: 04–02
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
52. The ____ leadership model is used to determine if a person’s leadership style is task- or relationship-oriented, and if
the situation matches the leader’s style to maximize performance.
a.
behavioral
b.
path-goal
c.
contingency
d.
normative
c
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Comprehension
53. Fiedler believed that one’s leadership style is a reflection of ____________.
a.
heredity
b.
personality
c.
behavior and personality
d.
heredity and behavior
c
Moderate
p. 112
MGMT.LUSS.16.04-03 – LO: 04–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
54. Which of the following is NOT one of the variables that determine situational favorableness?
a.
Task structure.
b.
Locus of control.
c.
Position power.
d.
Leader–member relations.
Moderate
p. 114
MGMT.LUSS.16.04-03 – LO: 04–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
55. The most powerful determinant of overall situational favorableness is:
a.
task structure.
Moderate
p. 112
MGMT.LUSS.16.04-03 – LO: 04–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
Conceptual
BLOOMS: Knowledge
b.
locus of control.
c.
position power.
d.
leader–member relations.
56. Which of the following best represents a situation in which a task-oriented leadership style should be used?
a.
A leader with strong power who has good relations with followers who perform a repetitive task.
b.
A leader with weak power who has good relations with followers who perform a nonrepetitive task.
c.
A leader with strong power who has poor relations with followers who perform a repetitive task.
d.
A leader with strong power who has poor relations with followers who perform a nonrepetitive task.
a
Challenging
p. 115, exhibit 4.3
MGMT.LUSS.16.04-03 – LO: 04–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Comprehension
57. Which of the following best represents a situation in which a task-oriented leadership style should be used?
a.
A leader with weak power who has good relations with followers who perform a repetitive task.
b.
A leader with weak power who has good relations with followers who perform a nonrepetitive task.
c.
A leader with strong power who has poor relations with followers who perform a repetitive task.
d.
A leader with weak power who has poor relations with followers who perform a repetitive task.
a
Challenging
p. 115, exhibit 4.3
MGMT.LUSS.16.04-03 – LO: 04–03
and abilities
AACSB: Analytic – Analytic skills
Moderate
p. 114
MGMT.LUSS.16.04-03 – LO: 04–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge