Instructor Resource
Northouse, Introduction to Leadership, 4e
SAGE Publishing, 2018
37. Research on groups indicates that individuals in groups often share ______ and act
toward each other in terms of it.
a. strengths
b. social identity
c. weaknesses
d. leadership styles
38. Becca is a member of her college’s resident student alliance of students who live in
the residence halls, and the group has quickly bonded together. Jayme joins the group
in the spring semester as a transfer student, but finds it difficult to connect with other
members of the group as they do not tell her when social gatherings are happening.
How is Jayme being formed into an out-group?
a. opposition
b. clash of values
c. exclusion
d. lack of communication skills
39. Group synergy is ______.
a. the sum of each person’s contribution
b. triple the sum of each person’s contribution
c. less than the sum of each person’s contribution
d. the sum of each person’s contribution and then some
40. Beauchamp and Bowie state that people need to be treated as ______ individuals
with their own goals, and not as the means to another person’s goals.
Instructor Resource
Northouse, Introduction to Leadership, 4e
SAGE Publishing, 2018
a. autonomous
b. strong
c. weak
d. reckless
41. A leader has a(n) ______ responsibility to respond to group members.
a. strong
b. ethical
c. non-existent
d. weak
42. Which of the following is not a strategy to address out-groups?
a. listen to out-group members
b. show empathy to out-group members
c. help out-group members feel included
d. develop the strengths of out-group members
43. A new group member who becomes an out-group member because they are not
confident in the work they need to be doing is an example of the concepts from ______.
a. expectancy theory
b. democratic leadership
c. social identity theory
d. leader-member exchange theory
44. Matt is leading an spring break service trip with 12 other students. Each day he
makes sure to spend time with each participant and get to know them better, and
remember something unique about them from each conversation. This is an example of
which theory?
a. expectancy theory
b. social identity theory
c. leader-member exchange theory
d. democratic leadership
45. Giving an out-group responsibility for an entire segment of a project in the hopes of
fostering group unity is an example of ______.
a. empowering others to act
b. listening to out-group members
c. demonstrating empathy
d. creating a special relationship with out-group members
46. Out-groups exist at which of the following levels of problem solving?
a. local
b. community
c. national
d. all of these
47. Which of the following is listed as an out-group in United States politics?
a. Democratic Party
b. Republican Party
c. Tea Party
d. none of these
48. Rather than being viewed as ______, out-group members should be viewed as
______ than the whole group, but still with valuable contributions to make.
a. outsiders; weaker
b. difficult; different
c. strong; better
d. special; less
49. Michael joins his college leadership program and, like many other students hangs
out and studies in their lounge space. Michael often dominates conversation, sharing
ever more involved stories than others around the table. Soon, other students stop
coming to the lounge because of his behaviors. Michael has made himself an out-group
member because of ______.
a. opposition
b. social identity theory
c. lack of social skills
d. none of these
50. During a group project, Monique and Jessica have a disagreement over the best
way to move forward. After the meeting, Monique makes a new group chat that does
not include Jessica, and also does not include her in group emails or let her know when
group meetings are. Jessica is an out-group member by ______.
a. exclusion
b. lack of social skills
c. social identity theory
True/False
1. Out-groups form when people disagree with the social, political, or ethical positions of
the group.
2. Listening to out-group members indicates that you agree with them.
3. Out-group members are disconnected and not fully engaged with the group’s goals.
4. The presence of out-group members is a relatively rare occurrence in groups.
5. Simply listening to out-group members’ complaints is an important way of responding
to them.
6. Paraphrasing involves serving as a sounding board for another’s concerns.
7. Restatement does not include adding any of your personal thoughts into reiterating
the other person’s point of view.
8. In group decision-making, the minority is often seen as an out-group.
9. It is not necessary for leaders to listen to out-group members and bring them in.
10. Leader-member exchange theory states leaders should avoid creating special
relationships with group members.
Essay
1. When have you been in an out-group at school or work? Which of the reasons for
out-group formation apply to your experience? What was the impact on you of being in
the out-group? What was the impact on the larger group?
2. Analyze Abraham Lincoln’s Leadership Snapshot and discuss the strategies he used
to involve out-group members.
3. How does social identity theory explain why out-groups form?
4. Why are out-groups a natural occurrence in everyday life? Where have you seen an
out-group form? Provide an example.
5. Briefly discuss the impact of out-groups. When have you been part of a group
impacted by an out-group?
6. Describe the four steps in demonstrating empathy.
7. How does the leader-member exchange theory help leaders manage out-groups?
8. Share an example of a time you responded to out-group members in a way that
enhanced the whole group and its goals.
9. How do the concepts of opposition and exclusion contribute to the formation of out–
groups? How are they similar? How are they different?
10. How so Lack of Social Skills and Lack of Communication Skills impact Social
Identity Theory and feelings of being in an out-group?