978-1285866352 Chapter 2 Solution Manual Part 1

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16 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

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CHAPTER 2

Leadership Traits and Ethics

Chapter Outline

I. PERSONALITY TRAITS AND LEADERSHIP TRAIT UNIVERSALITY

A. Personality and Traits

B. Personality Profiles

C. Leadership Trait Universality

II. THE BIG FIVE INCLUDING TRAITS OF EFFECTIVE LEADERS

A. Surgency

B. Agreeableness

C. Adjustment

D. Conscientiousness

E. Openness

III. THE PERSONALITY PROFILE OF EFFECTIVE LEADERS

A. Achievement Motivation Theory

B. Leader Motive Profile Theory

IV. LEADERSHIP ATTITUDES

A. Theory X and Theory Y

B. The Pygmalion Effect

C. Self-Concept

D. How Attitudes Develop Leadership Styles

V. ETHICAL LEADERSHIP

A. Does Ethical Behavior Pay?

B. Factors Influencing Ethical Behavior

C. How People Justify Unethical Behavior

D. Guides to Ethical Behavior

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 17

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New To This Edition

 The chapter has been updated and 92 percent of the references are new to this edition.

 The opening case is still DuPont, but it has been re-written and updated with new references.

 The first major section has been re-titled “Personality Traits and Leadership Trait Universality” and re-

organized to better focus on Learning Outcome 1 “Explain the universality of traits of effective leaders.”

The number 2 head “Applying Trait Theory” has been replaced with “Leadership Trait Universality,” and

the discussion of “We can Improve” and “Derailed Leadership Traits” level 3 heads have been moved to

the “Personality Profile” section.

 The introduction to the Ethical Leadership section has been re-written with all new references.

 The section Does Ethical Behavior Pay has been re-written with all new references.

 There is a new subsection Why Do Good People Do Bad Things?

 The subsection on The Situation has been expanded to include the Bad Apple bad Barrel concept and

include more situations in which unethical behavior may occur.

 In the Guides to Ethical Behavior section, subsection discussing codes of ethics and discernment and

getting advice have been added.

 There is a new Work Application 2-4 to apply how people justify unethical behavior at work.

 The section Being an Ethical Leader has been deleted to shorten the chapter a bit.

 The end of chapter case is new—TOMS

Lecture Outline

PowerPoint: You may use the PowerPoint supplement to enhance your lectures. Even if your classroom is not

equipped to use PowerPoint, you can review the material on your personal computer to get teaching ideas and to

copy the slides. Copies of the slides can be made into overheads. (Chapter Title on Slide 2-1 and LOs on Slide 2-2)

I. PERSONALITY TRAITS AND LEADERSHIP TRAIT UNIVERSALITY

Self-Assessment 2-1

Big Five Personality Profile

If you want students to complete the Self-Assessment exercises throughout the

book, you may want to tell students and spend a little time talking about them.

A. Personality and Traits

1. Personality and Traits are Different but Related (Slide 2-3)

Traits are distinguishing personal characteristics.

Personality is a combination of traits that classifies an individual’s behavior.

Personality develops based on genetics and environmental factors.

2. Why Understanding Personality Is Important

Understanding people’s personalities is important because personality affects behavior as well as

perceptions and attitudes.

Understanding personalities helps us to explain and predict others’ behavior and job performance.

B. Personality Profiles (Slide 2-4)

Personality profiles identify individual stronger and weaker traits.

WORK APPLICATION 2-1

Based on your personality profile, identify which dimensions are stronger,

moderate, and weaker.

18 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

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1. Job Performance

Many organizations give personality tests to ensure a proper match between worker and job.

Personality profiles are used to categorize people as a means of predicting job success, and high

conscientiousness is a good predictor of job performance, whereas people who are unstable tend to have

poor job performance.

People who are high in openness to experience tend to lead innovation to improve organizational

performance.

2. The Big Five Correlates with Leadership (Slide 2-5)

People high in surgency are perceived as leaderlike—they work hard, and they bring about change. They

are not too concerned about being well-liked and trying to please everyone, and they are stable or not

overly emotional.

Learning Outcome (LO) 2-1. Explain the universality of traits of effective leaders.

Traits are universal in the sense that there are certain traits that most effective leaders have. However, traits

are not universal in the sense that there is no one list of traits clearly accepted by all researchers, and not all

effective leaders have all the traits.

3. Derailed Leadership Traits (Slide 2-6 and Exhibit 2.1 is on Slide 2-7)

From Exhibit 2.1, the six major reasons why executives are derailed are:

a. They used a bullying style viewed as intimidating, insensitive, and abrasive.

b. They were viewed as being cold, aloof, and arrogant.

c. They betrayed personal trust.

d. They were self-centered and viewed as overly ambitious and thinking of the next job.

e. They had specific performance problems with the business.

f. They over-managed and were unable to delegate or build a team.

WORK APPLICATION 2-2

Select a present or past manager, and state whether he or she has any of the six

traits of derailment. Give specific examples of weaknesses.

4. We can Improve (No Slide)

As stated, we can change our behavior to be more effective. The key to success is to assess our personality

strength and weaknesses and plan how to change our behavior to improve our relationships and leadership

skills.

C. Leadership Trait Universality (Slide 2-8)

Yes there are common traits that effective leaders tend to have. However, there is no universally accepted list

because there are always exceptions to the traits. So we don’t need to have all the traits to be successful leaders.

II. The Big Five Including Traits of Effective Leaders

LO 2-2. Describe the Big Five personality dimensions.

The surgency personality dimension includes leadership and extraversion traits. The agreeableness

personality dimension includes traits related to getting along with people. The adjustment personality

dimension includes traits related to emotional stability. The conscientiousness personality dimension

includes traits related to achievement. The openness-to-experience personality dimension includes traits

related to being willing to change and try new things.

The Big Five Model of Personality categorizes traits into the dimensions of surgency, agreeableness, adjustment,

conscientiousness, and openness to experience. (Slide 2-9, also holds Exhibit 2.2)

A. Surgency (Slide 2-10)

The surgency personality dimension includes dominance, extraversion, and high energy with determination.

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 19

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LO 2-3. Discuss why the trait of dominance is so important for managers to have.

Because the dominance trait is based on the desire to be a leader, this trait affects the other traits in a

positive or negative way based on that desire.

1. Dominance. Successful leaders assert themselves and want to be managers and to take charge. The

dominance trait affects all other traits related to effective leaders.

2. Extraversion. It is on a continuum between extravert and introvert.

3. High energy with determination. Leaders tend to have high energy with a positive drive to work hard to

achieve goals.

WORK APPLICATION 2-3

Select a present or past manager and assess his or her surgency traits of effective

leaders. Give an example of the manager’s strong or weak dominance,

extroversion, and energy/determination in a typical specific situation.

B. Agreeableness (Slide 2-11)

The agreeableness personality dimension includes traits of sociability and emotional intelligence.

1. Sociability/Sensitivity. Sociable people have an inclination to seek out enjoyable social relationships.

Sensitivity refers to understanding group members as individuals.

2. Emotional Intelligence. An offshoot of IQ is EQ (emotional quotient—EQ or emotional intelligence—EI).

EI is the ability to work well with people. There are four components of EQ:

 Self-awareness relates to being conscious of your emotions and how they affect your personal and

professional life.

 Social awareness relates to the ability to understand others.

 Self-management relates to the ability to control disruptive emotions, ours and others.

 Relationship management relates to the ability to work well with others, which is dependent on the other

three EI components. (Slide 2-12, and Slide 2-13 holds Discussion Question)

WORK APPLICATION 2-4

Using the same manager from Work Application 3, assess his or her agreeableness

traits of effective leaders. Give an example of the manager’s strong or weak

sociability/sensitivity and emotional intelligence in a typical specific situation

C. Adjustment (Slide 2-14)

The adjustment personality dimension includes traits of emotional stability and self-confidence.

1. Emotional stability/self-control and narcissism. Adjustment is on a continuum between being

emotionally stable (in control of our emotions) to unstable (out of control).

Narcissist are preoccupied with themselves, ignoring the needs of others, have an exaggerated sense of their

own self-importance, and tend to make bad decisions.

2. Self-confidence. It is on a continuum from strong to weak, indicating whether we are self-assured in our

judgments, decision making, ideas, and capabilities.

WORK APPLICATION 2-5

Using the same manager from WA 3, assess his/her emotional adjustment traits of

effective leaders. Give an example of the manager’s strong or weak emotional

stability and narcissism and self-confidence in a typical specific situation.

D. Conscientiousness (Slide 2-15)

The conscientiousness personality dimension includes traits of dependability and integrity.

1. Dependability. It is on a continuum between responsible/dependable to irresponsible/undependable.

Highly dependable people get the job done and are characterized as loyal and committed.

20 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

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2. Integrity. It is on a continuum between being honest and ethical or not. Integrity is the foundation for

trustworthiness.

We discuss ethics in more detail in the last section of this chapter.

WORK APPLICATION 2-6

Using the same manager from Work Application 3, assess his or her

conscientiousness traits of effective leaders. Give an example of the manager’s

strong or weak dependability and integrity in a typical specific situation.

YOU MAKE THE ETHICAL CALL 2.1

Downsizing and Part-Time Workers

Answers will vary based on opinion.

E. Openness (Slide 2-16)

The openness-to-experience personality dimension includes traits of flexibility, intelligence, and internal

locus of control.

1. Flexibility. It refers to the ability to adjust to different situations and change. Flexible people are generally

more creative and innovative—willing to try new thing and change.

2. Intelligence. It refers to cognitive ability to think critically, to solve problems, and to make decisions. It is

also referred to as general mental ability intelligence quotient (IQ).

IQ, EQ, and I got a clue. It has been said that to be successful a high IQ is important. We also need strong

interpersonal skills, or a high EQ (leading). Plus, we have to have a clue of what we are trying to accomplish

(objectives) and how we will get the job done (planning, organizing, and controlling).

Can you think of any people who are intelligent, but lack people skills or don’t seem to have a clue on what

to do or how to get things done?

3. Locus of control. It is on a continuum between the belief in who has control of our performance.

Internalizers believe they have control over their destiny/performance and externalizers don’t.

WORK APPLICATION 2-7

Using the same manager from Work Application 3, assess his or her openness to

experience traits of effective leaders. Give an example of the manager’s strong or

weak flexibility, intelligence, and locus of control in a typical specific situation.

WORK APPLICATION 2-8

How can you improve your leadership skills by understanding your manager’s

(and other peoples’) personality profile?

CONCEPT APPLICATION 2-1

Big Five Personality Dimensions

Answers to the Concept Application questions are at the end of lecture outline.

CONCEPT APPLICATION 2-2

Personality Traits of Effective Leaders

Answers to the Concept Application questions are at the end of lecture outline.

III. THE PERSONALITY PROFILE OF EFFECTIVE LEADERS (Slide 2-17)

Effective leaders have specific personality traits. McClelland’s trait theories of Achievement Motivation Theory and

Leader Motive Profile Theory have strong research support and a great deal of relevance to the practice of

leadership.

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Note: You may want to spend time going over Exhibit 2.3 (Slide 27) because it puts together the Big Five Model of

Personality, the nine traits of effective leaders, and Achievement Motivation Theory and LMP.

A. Achievement Motivation Theory (Slide 2-18)

LO 2-5. State how the Achievement Motivation Theory and the Leader Motive Profile are related

and different.

Achievement Motivation and Leader Motive Profile theories are related because both are based on the need

for achievement, power, and affiliation. They are different because the Achievement Motivation Theory is

a general motive profile for explaining and predicting behavior and performance, while the LMP is the one

profile that specifically explains and predicts leadership success.

Achievement Motivation Theory attempts to explain and predict behavior and performance based on a

person’s need for achievement, power, and affiliation.

1. The Need for Achievement (n Ach) (Slide 2-19)

The need for achievement is the concern for excellence in accomplishments through individual efforts.

High n Ach is categorized as the Big Five dimension of conscientiousness.

People with high n Ach tend to be characterized as wanting to take personal responsibility for solving

problems; are goal oriented; seek challenge; take moderate risk; desire concrete feedback and work hard.

2. The Need for Power (n Pow) (Slide 2-20)

The need for power is the concern for influencing others and seeking positions of authority. High n Pow is

categorized as the Big Five dimension of surgency.

People with high n Pow want to control the situation; want influence or control over others; enjoy

competition in which they can win; are willing to confront others and seek positions of authority/status.

3. The Need for Affiliation (n Aff) (Slide 2-21)

The need for affiliation is the concern for developing, maintaining, and restoring close personal

relationships. High n Aff is categorized as the Big Five dimension of agreeableness.

People with strong n Aff have the trait of sociability/sensitivity and often high EI. They seek close

relationships, want to be liked by others, enjoy social activities and join groups/organizations. They tend to

avoid management.

CONCEPT APPLICATION 2-3

Achievement Motivation Theory

Answers to the Concept Application questions are at the end of lecture outline.

4. Your Motive Profile

Complete Self-Assessment 2 to determine your motive profile.

Self-Assessment 2- 2

Motive Profile

If you want students to complete the Self-Assessment exercises throughout the

book, you may want to tell students and spend a little time talking about them.

WORK APPLICATION 2-9

Explain how your need for achievement, power, and/or affiliation has affected

your behavior and performance, or that of someone you work with or have worked

with. Give an example of the behavior and performance, and list your predicted

motive need.

B. Leader Motive Profile Theory (Slide 2-22, Slide 2-23 contains an illustration of LMP)

Leader Motive Profile Theory attempts to explain and predict leadership success based on a person’s need

for achievement, power, and affiliation.

22 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

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The Leader Motive Profile (LMP) includes a high need for power, which is socialized; that is, greater than

the need for affiliation with a moderate need for achievement. The achievement score is usually between the

power and affiliation score.

1. Power (Slide 2-24)

Power is essential to leaders as it is a means of influencing followers. Without power, there is no

leadership. To be successful, leaders need to want be in charge and enjoy the leadership role.

2. Socialized Power

Power can be either good or bad. It can be used for personal gain at the expense of others (personalized

power), or it can be used to help oneself and others (socialized power).

Effective leaders use socialized power, which includes the traits of sensitivity to others and stability, and is

the Big Five adjustment dimension.

Self-Assessment 2-3

Motive Profile with Socialized Power

If you want students to complete the Self-Assessment exercises throughout the

book, you may want to tell students and spend a little time talking about them.

3. Achievement (Slide 2-25)

To be effective, leaders generally need to have a moderate need for achievement. They have high energy,

self-confident, and openness-to-experience traits, and they are conscientiousness (Big Five dimension).

4. Affiliation (Slide 2-26, Slide 2-27 contains Exhibit 2.3 )

Effective leaders have a lower need for affiliation than power, so that relationships don’t get in the way of

influencing followers.

WORK APPLICATION 2-10

Make an intelligent guess about your present or past manager’s motive profile. Is

it an LMP? Explain.

Self-Assessment 2-4

Leadership Interest

If you want students to complete the Self-Assessment exercises throughout the

book, you may want to tell students and spend a little time talking about them.

IV. LEADERSHIP ATTITUDES (Slide 2-28)

Attitudes are positive or negative feelings about people, things, and issues. Successful leaders have positive,

optimistic attitudes.

A. Theory X and Theory Y (Slide 2-29)

LO 2-6. Identify similarities and differences among Theory X and Theory Y, the Pygmalion effect,

and self-concept.

The concept of Theory X and Theory Y is similar to the Pygmalion effect, because both theories focus

on the leader’s attitude about the followers. The Pygmalion effect extends Theory X and Theory Y

attitudes by including the leader’s expectations and how he or she treats the followers, using this

information to explain and predict followers’ behavior and performance. In contrast, Theory X and

Theory Y focus on the leader’s behavior and performance. Both approaches are different from self-

concept because they examine the leader’s attitudes about others, whereas self-concept relates to the

leader’s attitude about him- or herself. Self-concept is also different because it focuses on how the

leader’s attitude about him- or herself affects his or her behavior and performance.

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Theory X and Theory Y attempt to explain and predict leadership behavior and performance based on the

leader’s attitude about followers.

People with Theory X attitudes hold that employees dislike work and must be closely supervised in order to do

their work. Theory Y attitudes hold that employees like to work and do not need to be closely supervised in

order to do their work.

Managers with Theory X attitudes tend to have a negative, pessimistic view of employees and display more

coercive, autocratic leadership styles using external means of controls, such as threats and punishment.

Managers with Theory Y attitudes tend to have a positive, optimistic view of employees and display more

participative leadership styles using internal motivation and rewards. (Slide 2-30)

Self-Assessment 2-5

Theory X and Theory Y Attitudes

If you want students to complete the Self-Assessment exercises throughout the

book, you may want to tell students and spend a little time talking about them.

B. The Pygmalion Effect (Slide 2-31 with a Discussion Question on Slide 2-32)

The Pygmalion effect proposes that leaders’ attitudes toward and expectations of followers, and their

treatment of them, explain and predict followers’ behavior and performance.

WORK APPLICATION 2-11

Give an example of when a person (parent, friend, teacher, coach, manager) really

expected you either to perform well or to fail, and treated you like you would,

which resulted in your success or failure.

C. Self-Concept (Slide 2-33)

Self-concept refers to the positive or negative attitudes people have about themselves. If you have a positive

view of yourself as being a capable person, you will tend to have the positive self-confidence trait.

A related concept, self-efficacy, is the belief in your own capability to perform in a specific situation, which is

based on your self-concept and self-confidence.

1. Developing a More Positive Attitude and Self-Concept (Slide 2-34)

The text lists 11 ideas to help you change your attitudes and develop a more positive self-concept:

WORK APPLICATION 2-12

Recall a present or past manager. Using Exhibit 2.4, which combinations of

attitudes best describe your manager’s leadership style? Give examples of the

manager’s behavior that illustrates his or her attitudes.

D. How Attitudes Develop Leadership Styles (Slide 2-35 holds Exhibit 2.4)

LO 2-7. Describe how attitudes are used to develop four leadership styles.

The leader’s attitude about others includes Theory Y (positive) and Theory X (negative) attitudes. The

24 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

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Theory Y Attitudes Theory X Attitudes

Positive

The leader typically is bossy, pushy, and

Negative

The leader typically blames others when things

V. ETHICAL LEADERSHIP (Slide 2-36)

Self-Assessment 2-6

How Ethical Is Your Behavior?

If you want students to complete the Self-Assessment exercises throughout the

book, you may want to tell students and spend a little time talking about them.

Ethics are the standards of right and wrong that influence behavior.

Right behavior is considered ethical, and wrong behavior is considered unethical. Business ethics and ethics codes

guide and constrain everyday business conduct.

A. Does Ethical Behavior Pay? (Slide 2-37)

B. Factors Influencing Ethical Behavior (Slide 2-39 holds an illustration of the three factors)

1. Why Do Good People Do Bad Things? (Slide 2-38)

Most people aren’t simply good or bad. Just about everyone has the capacity to be dishonest. One percent

2. Personality Traits and Attitudes (Slide 2-40)

LO 2-8. Compare the three levels of moral development.

At the lowest level of moral development, pre-conventional, behavior is motivated by self-interest, seeking

rewards, and avoiding punishment. At the second level, conventional, behavior is motivated by meeting the

3. Moral Development (Slide 2-41, Slide 2-42 holds Exhibit 2.5)

Moral development refers to understanding right from wrong and choosing to do the right thing. There are

At the first level, preconventional, you choose right and wrong behavior based on your self-interest and the

At the second level, conventional, you seek to live up to the expectations of others.