 |
1 | |
Acceptance of a decision is not always critical for implementation. |
|
| | A) | True |
| | B) | False |
|
2 | |
Leaders do interact with all followers in the same way. |
|
| | A) | True |
| | B) | False |
|
3 | |
Situational leadership theory has evolved over time. |
|
| | A) | True |
| | B) | False |
|
4 | |
Follower maturity consists of one component. |
|
| | A) | True |
| | B) | False |
|
5 | |
Although leaders may be able to change their behaviors toward individual subordinates, leaders also have dominant behavioral tendencies. |
|
| | A) | True |
| | B) | False |
|
6 | |
In order to determine a leader's general style or tendency, Fiedler developed an instrument called the least preferred-coworker (LPC) scale. |
|
| | A) | True |
| | B) | False |
|
7 | |
Fiedler and his associates have conducted only one study to determine how different leaders have performed in different situations. |
|
| | A) | True |
| | B) | False |
|
8 | |
Perhaps the most sophisticated (and comprehensive) of the four contingency model is path-goal theory. |
|
| | A) | True |
| | B) | False |
|
9 | |
The ___________ was designed to improve some aspects of leadership effectiveness. |
|
| | A) | normative decision model |
| | B) | normative participation model |
| | C) | normative decision group |
| | D) | normative decision process |
| | E) | normative decision consultants |
|
10 | |
___________ means simply that if the decision has a rational or objectively determinable "better or worse" alternative, the leader should select the better alternative. |
|
| | A) | decision quantity |
| | B) | decision quality |
| | C) | decision mode |
| | D) | decision circle |
| | E) | decision processes |
|
11 | |
___________ implies that followers accept the decision as if it were their own and do not merely comply with the decision. |
|
| | A) | Decision quality |
| | B) | Decision model |
| | C) | Decision acceptance |
| | D) | Decision quantity |
| | E) | Decision modes |
|
12 | |
___________ is the amount of task-relevant knowledge, experience, skill, and ability that the follower possesses. |
|
| | A) | Job development |
| | B) | Job maturity |
| | C) | Job growth |
| | D) | Job expansion |
| | E) | Job length |
|
13 | |
___________ is the follower's self confidence, commitment, motivation, and self-respect relative to the task at hand. |
|
| | A) | Psychological growth |
| | B) | Psychological length |
| | C) | Psychological existence |
| | D) | Psychological maturity |
| | E) | Psychological being |
|
14 | |
Fiedler's ___________ of leadership is probably the earliest and most well-known contingency theory. |
|
| | A) | contingency concepts |
| | B) | contingency model |
| | C) | contingency findings |
| | D) | contingency experiments |
| | E) | contingency readings |
|
15 | |
The underlying mechanism of ___________ deals with expectancy. |
|
| | A) | path-goal options |
| | B) | path-goal orientation |
| | C) | path-goal theory |
| | D) | path-goal processes |
| | E) | path-goal opportunities |
|
16 | |
Path goal theory contains two groups of follower ___________. |
|
| | A) | choices |
| | B) | options |
| | C) | opportunities |
| | D) | variables |
| | E) | careers |
|
17 | |
Followers' perception of their own skills and abilities to perform particular tasks can also affect the impact of certain leader ___________. |
|
| | A) | choices |
| | B) | behaviors |
| | C) | leadership |
| | D) | styles |
| | E) | skills |
|
18 | |
Path-goal theory considers ___________ situational factors that impact or moderate the effects of leader behavior on follower attitudes and behaviors. |
|
| | A) | two |
| | B) | four |
| | C) | three |
| | D) | six |
| | E) | seven |
|
19 | |
In general, path-goal theory maintains that leaders should first assess the situation and then select a leadership behavior appropriate to situational. |
|
| | A) | behaviors |
| | B) | choices |
| | C) | styles |
| | D) | demands |
| | E) | followers |
|
20 | |
Before getting into the research surrounding path-goal theory, you may wish to examine the theory using the ___________. |
|
| | A) | L-V-S Framework |
| | B) | L-B-S Framework |
| | C) | L-F-S Framework |
| | D) | L-D-S Framework |
| | E) | L-P-S Framework |
2002 McGraw-Hill Higher Education