Leadership
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| path–goal theory, a leadership style in which the leader sets challenging goals and rewards achievement | show 🗑
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| show | affective identity motivation
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| leadership style in which the individual leads by caring about others and that is most effective in a climate of anxiety | show 🗑
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| show | anxiety
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| leadership power that comes from the leader’s capacity to punish others | show 🗑
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| leadership style in which the individual leads by controlling reward and punishment; most effective in a climate of crisis | show 🗑
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| critical time or climate for an organization in which the outcome to a decision has extreme consequences | show 🗑
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| show | despair
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| climate in which the organization has the necessary knowledge and resources but does not know how to efficiently use the knowledge or the resources | show 🗑
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| power that individuals have because they have knowledge | show 🗑
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| show | expertise
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| show | Fiedler’s contingency model
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| show | ignorance
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| theory of leadership that states that there are six styles of leadership (informational, magnetic, position, affiliation, coercive, and tactical) and that each style will be effective only in one of six organizational climates | show 🗑
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| style of leadership in which the leader is concerned with neither productivity nor the well-being of employees | show 🗑
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| show | Informational style
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| extent to which leaders define and structure their roles and the roles of their subordinates | show 🗑
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| show | instability
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| path–goal theory, a leadership style in which the leader plans and organizes the activities of employees | show 🗑
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| objective test used to measure various need levels | show 🗑
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| show | Leader Behavior Description Questionnaire (LBDQ)
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| show | leader emergence
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| show | Leader Match
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| part of trait theory that postulates that certain types of people will be better leaders than will other types of people | show 🗑
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| variable in Fiedler’s contingency model that refers to the extent to which a leader, by the nature of his or her position, has the power to reward and punish subordinates | show 🗑
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| show | leader–member exchange theory
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| variable in Fiedler’s contingency model that refers to the extent to which subordinates like a leader | show 🗑
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| show | leadership motive pattern
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| test used to measure a leader’s self-perception of his or her leadership style | show 🗑
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| scale A test used in conjunction with Fiedler’s contingency model to reveal leadership style and effectiveness | show 🗑
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| power that individuals have because of their elected or appointed position | show 🗑
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| style of leadership in which the leader has influence because of his or her charismatic personality; most effective in a climate of despair | show 🗑
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| measure of leadership that classifies a leader into one of five leadership styles | show 🗑
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| show | Middle-of-the-road Leadership
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| show | need for achievement
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| show | need for affiliation
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| according to trait theory, the extent to which a person desires to be in control of other people | show 🗑
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| show | noncalculative motivation
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| in path–goal theory, a leadership style in which the leader allows employees to participate in decisions | show 🗑
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| theory of leadership stating that leaders will be effective if their behavior helps subordinates achieve relevant goals | show 🗑
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| show | position style
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| leadership power that exists when followers can identify with a leader and the leader’s goals | show 🗑
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| leadership power that exists to the extent that the leader has the ability and authority to provide rewards | show 🗑
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| show | self-monitoring
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| theory of leadership stating that effective leaders must adapt their style of leadership to fit both the situation and the followers | show 🗑
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| desire to lead out of a sense of duty or responsibility | show 🗑
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| in path–goal theory, a leadership style in which leaders show concern for their employees | show 🗑
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| leadership style in which a person leads through organization and strategy; most effective in a climate of disorganization | show 🗑
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| variable in Fiedler's contingency model that refers to the extent to which tasks have clear goals and problems can be solved | show 🗑
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| leaders who define and structure their roles as well as the roles of their subordinates | show 🗑
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| leadership style in which the leader is concerned with both productivity and employee well-being | show 🗑
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| show | Thematic Apperception Test (TAT)
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| show | Theory X leaders
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| show | transactional leadership
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| extent to which a leader is believed and trusted by his or her followers | show 🗑
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| meta-analyses indicate that several traits differentiate excellent leaders from poor leaders. Intelligence is one of the traits and __ is another | show 🗑
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| show | power, affiliation, and achievement
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| show | high grievance rate
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| __ leaders are insecure and seldom rock the boat or cause trouble | show 🗑
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| according to your text, __ is probably the only training program in the country concentrating on changing the situation rather than the leader | show 🗑
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| manager who is most effective in a climate of disorganization has a(n) __ leadership style | show 🗑
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| show | instrumental
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| show | coaching
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| show | referent
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| one-sided argument is better than a two-sided argument when the person being persuaded | show 🗑
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| show | genetic basis
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| we can inherit certain traits & abilities that might influence our decision to | show 🗑
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| show | more likely
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| show | high self-monitors
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| high self-monitors emerge as leaders __ __ than low self-monitors | show 🗑
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| more intelligent people are more likely to emerge as leaders than are | show 🗑
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| looking at __ of abilities & personality traits is more useful than looking at __ abilities & traits | show 🗑
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| show | specific traits; stability
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| show | consistently emerge
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| one explanation for lack of agreement on a list of traits consistently related to leader emergence is that the __ __ __ is more complex than originally thought | show 🗑
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| found that the motivation to lead as 3 factors: affective identity, noncalculative, & social-normative | show 🗑
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| people w/affective identity motivation become leaders because they | show 🗑
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| show | most leadership experience
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| of the 3 leadership motivation factors, people scoring high on affective identity motivation tend to be rated by others as having | show 🗑
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| people w/noncalculative motivation seek leadership positions when they perceive that such positions may result in | show 🗑
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| show | sense of duty
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| show | leadership experience
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| individuals with his leadership motivation tend to have __ in their leadership skills | show 🗑
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| show | early in a person's career
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| show | leadership qualities
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| men & women emerge as leaders __ __ in leaderless group discussions | show 🗑
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| men emerge as leaders more often in __ groups | show 🗑
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| show | low social interaction
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| show | high social interaction
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| there is a(n) __ __ for women in leadership & management | show 🗑
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| leader performance involves the idea that leaders who perform well posses __ __ that poorly performing leaders do not | show 🗑
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| extraversion, openness, agreeableness & conscientiousness are __ __ to leader performance | show 🗑
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| show | negatively related
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| show | leadership effectiveness
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| show | what leaders do
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| show | certain traits
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| extension of trait theory of leader performance suggests that __ __ is a function of the right person being in the right place at the right time | show 🗑
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| meta-analysis of 151 studies by Judge et al found a moderate by significant correlation (r=-.17) between __ __ and leadership performance | show 🗑
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| meta-analysis of 151 studies by Judge et al further discovered that cognitive ability is most important when the leader is | show 🗑
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| show | directive leadership
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| show | most successful
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| Sternberg's synthesis of key variables key to effective leadership | show 🗑
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| show | need for achievement
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| show | high-performance
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| in leadership motive pattern the need is not for __ __ but for organizational power | show 🗑
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| leaders with __ __ needs may decide that being liked is more important than being successful, cause conflict with their decisions | show 🗑
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| show | successful
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| TAT, JCE, or examining themes that occur in their writing/speeches | show 🗑
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| through examining themes that occur in their writing/speeches Presidents Franklin, Roosevelt, Kennedy, & Reagan had | show 🗑
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| show | high needs for affiliation
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| show | high needs for achievement
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| men were more effective leaders in situations __ __ in masculine terms | show 🗑
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| show | majority of subordinates
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| women were more effective leaders in situations | show 🗑
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| show | high-quality
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| show | Ohio State Studies, Theory X, & Managerial Grid
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| though Ohio State Studies, Theory X, & Managerial Grid use different terms, they are | show 🗑
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| country club leaders, Theory Y leaders, & leaders high in consideration act in warm & supportive manner & show concern for their subordinates | show 🗑
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| show | intrinsically
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| person-oriented leaders believe that employees seek __ | show 🗑
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| person-oriented leaders believe that employees are __ | show 🗑
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| show | dislike
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| person-oriented leaders consult their subordinates __ making decisions | show 🗑
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| person-oriented leaders __ their subordinates work | show 🗑
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| person-oriented leaders ask about __ family | show 🗑
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| person-oriented leaders do not look __ __ of their subordinates | show 🗑
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| person-oriented leaders use a more __ approach to leadership | show 🗑
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| under pressure, person-oriented leaders tend to become | show 🗑
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| task-centered leaders, Theory X leaders, & leaders high in initiating structure define & structure their own roles & those of their subordinates to attain the group's formal goals | show 🗑
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| show | task-oriented
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| show | manage/lead
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| task-oriented leaders __ __ become anxious, defensive, & dominant | show 🗑
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| task-oriented leaders tend to | show 🗑
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| person-oriented leaders tend to | show 🗑
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| are both task and person-oriented leaders | show 🗑
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| show | impoverished leaders
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| leaders have moderate amounts of both task and person-oriented | show 🗑
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| higher scores on __ structure associated with positive leadership criteria like follower satisfaction & group performance | show 🗑
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| relationship between consideration & & follower satisfaction/motivation & ratings of leadership effectiveness were __ __ relationship between initiating structure w/same 3 leadership criteria | show 🗑
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| person orientation is also know as | show 🗑
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| task orientation is also known as | show 🗑
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| show | LOQ & LBDQ
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| LOQ is filled out by supervisors or leaders who want to know | show 🗑
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| LBDQ is completed by subordinates to provide a picture of how they perceive | show 🗑
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| laboratory studies found that women were more likely to use a more __ approach | show 🗑
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| laboratory studies found that men were more likely to use a more __ approach | show 🗑
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| theoretically person-oriented leaders should have | show 🗑
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| show | productive employees
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| show | follower satisfaction, follower motivation & ratings of leadership effectiveness
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| traits & behaviors of unsuccessful leader are not necessarily __ of those of successful leaders | show 🗑
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| show | supervisor's poor performance, strange behavior, or both
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| show | major causes of poor leader behavior
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| poor leaders are unable to __ __ experience | show 🗑
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| poor leaders are unable to think __ | show 🗑
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| poor leaders consistently make the __ __ | show 🗑
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| poor leaders do not __ __ | show 🗑
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| show | personality of the leader
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| show | insecure
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| show | paranoid or passive aggressive, high-likeability floater, or narcissist
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| deeply-rooted, perhaps unconscious, resentment and anger | show 🗑
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| source of __ for leaders who are paranoid, passive-aggressive, or both is some incident in their life in which they felt betrayed | show 🗑
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| show | charming, quiet
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| paranoid/passive-aggressive leaders resent __ of others | show 🗑
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| paranoid/passive-aggressive leaders are likely to __ __ successful subordinates in passive-aggressive manner | show 🗑
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| paranoid/passive-aggressive leaders seem __ on the surface but at same time will stab another person in the back | show 🗑
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| show | high-likeability floater
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| show | high morale; low performance
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| narcissists are leaders who overcome their insecurity by __ | show 🗑
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| like to be center of attention, promote their own accomplishments, & take most if not all credit for success of their group, but avoid all blame for failure | show 🗑
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| show | task oriented
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| higher scoring LPC leaders tend to be more concerned with | show 🗑
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| show | favorableness of a situation
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| show | structured tasks
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| show | favorable
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| show | favorable leadership situation
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| show | greater
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| in leader-member relations, the more __ __ their leader, the more favorable the situation | show 🗑
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| leader-member relationship is considered the __ __ of the 3 variables | show 🗑
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| show | low-scoring LPC leaders
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| show | high-scoring LPC leaders
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| show | Schriesheim/Tepper/Tetrault
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| show | changing the situation rather than the leader
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| Ronald Reagan is best example of __ leader | show 🗑
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| show | general despair
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| show | position
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| show | legitimate scope of power
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| coercive style is typical of leaders during | show 🗑
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| best managers/leaders spend considerable time gathering __ __ from their subordinates | show 🗑
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| show | consistent with their behavioral style
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| show | change
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| show | become more outgoing & positive
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| show | use information to lead
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| show | adapt
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| people who have the ability to play each of the __ __ styles should be effective leaders | show 🗑
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| those who are willing to use different leadership styles can learn the necessary skills & behaviors through | show 🗑
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| person can become an effective leader by changing followers' perceptions of the climate so that | show 🗑
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| person can become an effective leader by __ __ the climate itself | show 🗑
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| influence on leader effectiveness is the __ & __ of the leader's followers | show 🗑
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| show | style & characteristics of the leader
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| path-goal theory is __ based rather than __ based | show 🗑
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| show | has not
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| most important follower characteristic, according the situational leadership theory | show 🗑
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| show | perform a particular task
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| unable & unwilling or insecure | show 🗑
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| show | R2
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| able bit unwilling or insecure | show 🗑
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| able and willing or confident | show 🗑
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| show | directing behavior
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| show | coaching approach
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| show | R3 followers
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| show | R4 followers
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| show | under situational leadership theory
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| under situational leadership theory, as employee make __ __, leader changes styles & becomes less directive | show 🗑
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| show | vertical dyad linkage (VDL) theory
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| LMX theory concentrates on __ between leaders and subordinates | show 🗑
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| show | leader-member exchanges (LMX)
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| characterized by a high-quality relationship with the leader; developed trusting, friendly relationships with leader | show 🗑
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| show | out-group
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| show | allowing them to participate in decisions & rarely discplining them
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| show | be given direct order & less to say about how affairs are conducted
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| supervisors can only help members of the in-group if they have good relationships with | show 🗑
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| show | Yukl/Carter/Hemphill/Coons/ Gibbs behavioral "theory"
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| show | decision making
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| show | flowchart
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| specific behavioral theory holds that leaders/managers are most effective when they are out of their offices, walking around & meeting with and talking to employees and customers about their needs & progress | show 🗑
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| show | increase communication
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| show | build relationships
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| show | employee participation
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| show | power
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| show | leaders who have power
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| expert, legitimate, reward, coercive, & referent | show 🗑
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| in certain situations leaders who know something useful, __ __, will have power | show 🗑
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| requirement for expert power, knowledge must be something that | show 🗑
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| show | aware
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| are best able to get employees to comply with their orders but have low follower satisfaction | show 🗑
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| show | financial; nonfinancial
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| salary increases, bonuses, or promotions | show 🗑
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| praise or more favorable work assignments | show 🗑
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| for a leader to have coercive power, it is important that other __ leader is willing to use ability to punish | show 🗑
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| show | bluffing
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| show | punishment in coercive power
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| show | referent
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| show | most committed
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| show | most satisfied
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| show | transactional
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| show | dimensions of transactional leadership
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| show | contingent reward
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| refers to leaders who actively monitor performance & take corrective action when needed | show 🗑
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| show | management by exception-passive
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| show | transformational
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| often labeled as being visionary charismatic and inspirational; lead by developing a vision, changing an organization to fit this vision, & motivating employees to reach the vision/long-term goal | show 🗑
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| transformational leaders are __ | show 🗑
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| show | influence
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| transformational leaders hold a __ __ that their beliefs & ideas are correct | show 🗑
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| transactional leadership is most related to personality dimension of | show 🗑
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| transactional leadership is __ __ to agreeableness, conscientiousness, and openness to experience | show 🗑
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| show | neuroticism
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| show | charisma
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| show | dimensions to transformational leadership
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| refers to leaders who encourage change and open thinking, challenges the status quo, & appreciate diversity | show 🗑
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| refers to leaders who encourage individual growth & take time to mentor & coach their followers | show 🗑
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| show | transformational behaviors
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| research found that male leaders generally engage in more __ & __ leadership behaviors than do female leaders | show 🗑
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| show | motivate employees
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| research on transformational leadership suggest that it used on every continent & is __ __ by employees | show 🗑
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| Hunt & Laing hypothesize that good leaders posses __ __ not shared by poor leaders | show 🗑
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| show | visionary
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| show | differentiation
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| show | similar enough
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| show | values
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| show | communicate
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| show | major flaw
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| ability to __ __ is a skill needed by successful leaders | show 🗑
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| for leaders to persuade their followers they must be the __ __ about their common interest | show 🗑
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| show | leader characteristics important to persuasion
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| show | against what appears to be his own self-interest
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| to improve trustworthiness a leader can communicate his __ to his followers | show 🗑
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| attractive people are __ __ than unattractive people | show 🗑
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| leader's personal attributes & type of message that is presented have | show 🗑
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| show | diminish your credibility
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| show | actually desire
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| message discrepancy, one-sided vs two-sided, & use of threats are 3 aspects of | show 🗑
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| show | Project GLOBE (Global Leadership & Organizational Behavior Effectiveness)
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| extent to which a culture avoids certainty by using social norms & rituals | show 🗑
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| show | power distance
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| extent to which culture encourages collective distribution of resources | show 🗑
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| extent to which individuals express pride in their organizations & families | show 🗑
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| extent to which culture tries to minimize differences in gender roles & prevent discrimination | show 🗑
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| show | assertiveness
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| extent to which culture plans for & invests in the future | show 🗑
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| extent to which culture encourages & rewards improvement in performance | show 🗑
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| show | humane orientation
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| show | main leadership styles identified by GLOBE to distinguish cultures
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| involves vision, inspiration, integrity & performance orientation | show 🗑
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| show | self-protective style
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| involves being modest & helping others | show 🗑
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| show | team-oriented style
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| show | participative style
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| show | autonomous style
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| the best theory about leadership is | show 🗑
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| show | relevant skills
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| leaders who are able to __ __ situational & follower needs will be more effective | show 🗑
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| research demonstrates that __ __ affects organizational performance | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
lfrancois
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