 |
1 | |
Making the most of experience is key to developing one's leadership ability. |
|
| | A) | True |
| | B) | False |
|
2 | |
It is believed that the most productive way to develop as a leader is to travel along the spiral of hard knocks. |
|
| | A) | True |
| | B) | False |
|
3 | |
Experience is not just a matter of what events happen to you; it also depends on how you perceive those vents. |
|
| | A) | True |
| | B) | False |
|
4 | |
Perceptual sets does not influence what we attend to or do not attend to, what we observe or do not observe. |
|
| | A) | True |
| | B) | False |
|
5 | |
Another perceptional variable that can affect our actions is the self-fulfilling prophecy. |
|
| | A) | True |
| | B) | False |
|
6 | |
Perhaps the least important and least neglected component of the action-observation-reflection model is reflection. |
|
| | A) | True |
| | B) | False |
|
7 | |
Another way to conceptualize reflection in leadership development involves thinking frames. |
|
| | A) | True |
| | B) | False |
|
8 | |
The people you associate with can stimulate development in may ways. |
|
| | A) | True |
| | B) | False |
|
9 | |
Fundamental attribution error is: |
|
| | A) | a tendency to underestimated the dispositional causes of behavior and overestimate the environmental causes when other fail. |
| | B) | a tendency to overestimate the dispositional causes of behavior and underestimate the environmental causes when others fail. |
| | C) | a tendency to underestimate the dispositional outcomes of behavior and overestimate the environmental and enrichment when others succeed. |
| | D) | all of the above. |
| | E) | none of the above. |
|
10 | |
Self-serving bias is: |
|
| | A) | the tendency to make external attributions for one's own success. |
| | B) | the tendency to make external attributions for one's own career path. |
| | C) | the tendency to make external attributions for one's own failures, yet make internal attributions for one's successes. |
| | D) | none of the above. |
| | E) | all of the above. |
|
11 | |
The actor/observer difference refers: |
|
| | A) | to the fact that people who are observing an action are much more likely than the actor to make the fundamental attribution error. |
| | B) | to the fact that people who are observing an action are much more likely than the actor to make the fundamental multiple error. |
| | C) | to the fact that people who are observing an action are much more likely than the actor to make the fundamental perspective error. |
| | D) | all of the above. |
| | E) | none of the above. |
|
12 | |
Reflection is important because: |
|
| | A) | it can provide leaders with a variety of insights into how to frame problems differently, look at situations from multiple perspectives or better understand subordinates. |
| | B) | it can provide leaders with limited insights into how to frame problems differently, look at situations from multiple perspectives, or better understand subordinates. |
| | C) | it can provide leaders with no insights into how to frame problems differently, look at situations from multiple perspectives, or better understand subordinates. |
| | D) | it can take out of the ordinary experience to focus one's attention on developmental challenges. |
| | E) | it will clarify the value of reflection. |
|
13 | |
Double-loop learning involves: |
|
| | A) | a willingness to confront one's own views and an invitation to others to do so too. |
| | B) | a kind of learning between the individual and the environment. |
| | C) | interaction with others and the environment. |
| | D) | public testing of ideas against valid information. |
| | E) | learning between the corporation and it clients. |
|
14 | |
A boss, especially a very good or very bad one, can be a powerful catalyst for ___________ . |
|
| | A) | strength |
| | B) | motivation |
| | C) | growth |
| | D) | decline |
| | E) | negotiation |
|
15 | |
___________ are highly placed, powerful individuals who develop relatively long lasting relationships with younger colleagues whose professional careers are influenced and furthered as a result. |
|
| | A) | Leaders |
| | B) | Managers |
| | C) | Mentors |
| | D) | Negotiators |
| | E) | Colleagues |
|
16 | |
___________ is seen as a general responsibility of all executives toward managers who report to them. |
|
| | A) | Executive leaders |
| | B) | Executive managers |
| | C) | Executive meetings |
| | D) | Executive coaching |
| | E) | Executive mentors |
|
17 | |
___________ is also a popular methodology. |
|
| | A) | Case studies |
| | B) | Individual feedback |
| | C) | Role playing |
| | D) | Leadership experiences |
| | E) | Developmental experiences |
|
18 | |
Simulations and ___________ are other methods of training. |
|
| | A) | meetings |
| | B) | discussions |
| | C) | evaluations |
| | D) | exercises |
| | E) | games |
|
19 | |
___________ and leaderless group discussions are techniques used to help leaders develop. |
|
| | A) | Learning opportunities |
| | B) | Training programs |
| | C) | Collegiate parachutes |
| | D) | In-basket exercises |
| | E) | Action observation |
|
20 | |
Perhaps the best way to guarantee that a leadership program will be useful to you and your organization is to adopt a systematic approach to ___________. |
|
| | A) | managerial training |
| | B) | officer training |
| | C) | mentor training |
| | D) | leadership training |
| | E) | colleague training |
2002 McGraw-Hill Higher Education