978-1285866352 Chapter 2 Solution Manual Part 2

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 25

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

for classroom use.

WORK APPLICATION 2-13

Give an organizational example of behavior at each of the three levels of moral

development.

4. The Situation (Slide 2-43)

5. Integration

Personality traits and attitudes and moral development interact with the situation to determine if a person

will use ethical or unethical behavior.

C. How People Justify Unethical Behavior (Slide 2-44 and Slide 2-45 holds Discussion Questions)

When we use unethical behavior, we often justify the behavior to protect our self-concept so that we don’t have

to feel bad. Moral justification is the thinking process of rationalizing why unethical behavior is used.

WORK APPLICATION 2-14

Give at least two organizational examples of unethical behavior and the process of

justification.

CONCEPT APPLICATION 2-4

Justifying Unethical Behavior

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

YOU MAKE THE ETHICAL CALL 2-2

Sex and Violence

Answers will vary based on opinion.

D. Guides to Ethical Behavior

1. Golden Rule (Slide 2-46)

The golden rule is:

“Do unto others as you want them to do unto you.” Or put other ways, “Don’t do anything to other

2. Four-Way Test (Slide 2-46)

Rotary International developed the four-way test of the things we think and do to guide business

transactions.

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

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3. Codes of Ethics (Slide 2-47)

Most large businesses have written codes of ethics employees should follow.

4. Stakeholder Approach to Ethics (Slide 2-48)

LO 2-9. Explain the stakeholder approach to ethics.

Under the stakeholder approach to ethics, the leader (or follower) creates a win-win situation for relevant parties

Under the stakeholder approach to ethics, one creates a win-win situation for relevant parties affected by

the decision.

“Am I proud to tell relevant stakeholders my decision?”

5. Discernment and Advice (Slide 2-49 and Slide 2-50 holds Key Terms used in Chapter 2)

Making an immediate decision leads to increased odds of unethical behavior, whereas taking time to

contemplate the decision and talking to others for advice, leads to increased odds of ethical behavior. If you

are unsure whether a decision is ethical, talk to your boss, higher-level managers, and other people with

high ethical standards. If you are reluctant to ask others for advice because you may not like their answers,

and you keep justifying it, the decision may not be ethical.

LEARNING OUTCOMES AND ANSWERS

The chapter summary is organized to answer the learning objectives for Chapter 2. They are also found at the end of

the chapter and can be used as short answer questions on exams.

These learning outcomes are included in the test bank in the conceptual section.

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

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

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

4. 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

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 27

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for classroom use.

5. 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

6. 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 leader’s

7. Compare the three levels of moral development.

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

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

8. Explain the stakeholder approach to ethics.

Under the stakeholder approach to ethics, the leader (or follower) creates a win-win situation for relevant parties

REVIEW QUESTION ANSWERS

These review questions are included in the test bank in the conceptual section.

1. What are the Big Five dimensions of traits?

2. What is the primary use of personality profiles?

3. What are some of the traits that describe the high-energy trait?

4. Is locus of control important to leaders? Why?

5. What does intelligence have to do with leadership?

6. Does sensitivity to others mean that the leader does what the followers want to do?

No. Sensitivity to others does not mean that the leader does what the followers want to do. It means that the

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

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7. Does McClelland believe that power is good or bad? Why?

McClelland does not believe that power itself is good or bad. It is how it is used that is important. Personalized

8. Should a leader have a dominant need for achievement to be successful? Why or why not?

To be effective, leaders generally need to have a moderate need for achievement. People with a high need for

9. How do attitudes develop leadership styles?

Our attitude toward self and others influence our leadership style into four catagories: (1) Theory Y attitudes

10. Which personality traits are more closely related to ethical and unethical behavior?

Leaders with surgency (dominance) personality traits have two choices: to use power for personal benefit or to

use socialized power. To gain power and to be conscientious with high achievement, some people will use

unethical behavior; also, irresponsible people often do not perform to standard by cutting corners and other

11. Do people change their level of moral development based on the situation?

12. Why do people justify their unethical behavior?

CRITICAL THINKING ANSWERS

Applications may also be used as class discussion questions or written assignments to develop communication skills.

These communication skills questions are included in the test bank in the application section.

1. Would you predict that a person with a strong agreeableness personality dimension would be a successful

computer programmer? Why or why not? (Slide 2-13)

Probably not.

2. McGregor published Theory X and Theory Y over 30 years ago. Do we still have Theory X managers?

Why? (Not used in PPT)

Yes.

3. In text examples related to the Pygmalion effect, Lou Holtz calls for setting a higher standard. Have the

standards in school, society, and work increased or decreased over the last five years? (Slide 2-32)

4. Do you believe that if you use ethical behavior it will pay off in the long run? (Not used in PPT)

5. Can ethics be taught and learned? (Slide 2-45)

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 29

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6. Which justification do you think is used most often? (Slide 2-45)

7. As related to the simple guide to ethical behavior, how do you want to be led? (Not used in PPT)

CONCEPT APPLICATION ANSWERS

There are similar questions in the test bank in the application section.

Concept Application 2-1 Big Five Personality Dimensions

b 1. Agreeableness. The leader is being friendly and sociable traits of emotional intelligence.

e 2. Openness to experience. The leader is flexible and willing to try new products.

Concept Application 2-2 Personality Traits of Effective Leaders

f 8. Integrity. The follower is being deceptive rather than truthful.

j 9. Flexibility. The leader can change styles in giving assignments.

k 10. Intelligence. The leader is solving a problem.

Concept Application 2-3 Achievement Motivation Theory

b 16. Power. The person is refusing to take a power position, indicating a weak need for power. The person

c 17. Affiliation. The person is concerned about relationship. The person is attempting to meet the need for

c 18. Affiliation. The person is showing a lower need for affiliation. Because the need for affiliation is low,

dependent on the other person.

b 19. Power. The person is attempting to become a leader for the group. Getting the leadership role will be

a 20. Achievement. Working hard is a trait of people with a high need for achievement. By maintaining the

Concept Application 2-4 Justifying Unethical Behavior

__a__ 21. Moral justification. Stealing the play book is considered unethical, but it is justified because it is for

the higher purpose of winning the game.

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

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CASE ANSWERS

Blake Mycoskie and TOMS

1. What do you think Blake Mycoskie’s personality traits are for each of the Big Five dimensions? Compare

the two.

Blake has the surgency dimension as he is the head of a business, and he challenges others and influences them.

Blake is a nice guy, but demand results, so he essentially has the agreeableness trait. He seems to be high on

2. Which of the traits of effective leaders would you say have had the greatest impact on Blake Mycoskie’s

success at TOMS? Compare the two.

Although all nine traits have played a part in Blake’s success, probably the most prevalent is sensitivity. He is

3. Which motivation would McClelland say was the major need driving Blake Mycoskie to continue to work

so hard despite being worth millions of dollars?

4. Does Blake Mycoskie have an LMP?

Based on the case information, Blake appears to have a high need for power as he founded and runs a business,

5. What type of self-concept does Blake Mycoskie have, and how does it affect his success?

6. Is Blake Mycoskie ethical in business? Which level of moral development is he on?

Yes. Blake is ethical in business. Blake is not on the preconventional level of moral development, as he is not

Cumulative Case Question

7. Which leadership managerial role(s) played by Blake Mycoskie are an important part in the success of

TOMS? (Chapter 1)

Blake performs all of the leadership managerial roles to some extent as he founded and grows TOMS business

so successfully.

Blake performs the interpersonal figurehead role by dealing with legal, social, ceremonial, and symbolic

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 31

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for classroom use.

CASE EXERCISE AND ROLE-PLAY

Select a time and option for individual and/or group presentations. If class members are too critical, you may want to

help defend the presenter; or if they don’t challenge the presenter, you may want to play the role of Blake yourself.

VIDEO CASE ANSWERS

P.F. Chang’s Serves Its Workers Well

1. In what ways does P.F. Chang’s create organizational commitment among its workers?

Managers treat employees in a caring and respectful manner, give them the authority to make decisions, and

2. How might a manager at P.F. Chang’s use the Big Five personality factors to assess whether a candidate

for a position on the wait staff would be suitable?

For the most part, a person who is extraverted, agreeable, conscientious, stable, and open to experience would

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 2-1 IDEAS

Improving Attitudes and Personality Traits

Total Time (0–20 minutes)

This exercise can be assigned without spending any time in class going over it. However, plans can be improved

through group discussion. To keep the exercise to 15 minutes, use groups of two and skip procedure 4.

Recommended approximate time for a 20-minute period:

8:00 Procedure 1 1 minute

8:01 Procedure 2 5 minutes

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 2-2 IDEAS

Personality Perceptions

Total Time (20–30 minutes)

To keep the exercise to 20 minutes, use groups of two and skip procedure 5.

Recommended approximate time for a 30-minute period:

8:00 Procedure 1 2 minutes

8:02 Procedure 2 6 minutes

Testing on Skill-Development Exercise 2-2

Rather than write examples of personality types, I suggest using Work Applications 3 through 7 as a skill-

development question, or this Work Application which puts WAs 3-7 together in one question.

32 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

for classroom use.

WORK APPLICATION – Not in textbook

Select a present or past manager, and describe his or her personality profile using

each of the Big Five dimensions. After rating each dimension as strong, moderate,

or weak, give an example of traits and typical behavior of the manager for each

dimension. Which dimensions are strongest and weakest?

There is no one correct answer. Grade based on if the student listed each of the Big Five dimensions and if the traits

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 2-3 IDEAS

Ethics and Whistleblowing

Total Time (0–30 minutes)

Much of the learning for this exercise takes place in the out-of-class preparation, but it is reinforced in class. Select a

Recommended approximate time for a 30-minute period:

8:00 Procedure 1 8 minutes

Note: You may want to focus your discussion on whether or not students/employees should blow the whistle. Are