Leadership Enhancing the Lessons of Experience Richard Hughes 9e - Test Bank

Leadership Enhancing the Lessons of Experience Richard Hughes 9e – Test Bank

 

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Leadership: Enhancing the Lessons of Experience, 9e (Hughes)

Chapter 6   Leadership Attributes

 

1) Strong situations that are governed by clearly specified rules, demands, and organizational policies maximize the effects that traits have on behavior.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

2) The strength of the relationship between personality traits and leadership effectiveness is often inversely related to the relative strength of the situation.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

3) Research has shown that openness to experience is an important component of leadership effectiveness and seems particularly important at higher organizational levels or for success in overseas assignments.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

4) Leaders who score low in conscientiousness tend to be more spontaneous, creative, and impulsive.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

5) Leaders tend to have higher extraversion scores than nonleaders.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

 

6) Behavioral manifestations of personality traits are often exhibited with conscious thought rather than automatically.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

7) In the context of the building blocks of skills, knowledge and experience are easier components to change than intelligence and personality traits.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

8) Effective leaders tend to score high on neuroticism, extraversion, and agreeableness and low on conscientious and openness to experience.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

9) An advantage of the OCEAN model is that it is a useful method for profiling leaders.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

10) Feeling leaders tend to analyze, criticize, and approach decisions impersonally and objectively.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  06-02 Know the implications of personality types and leadership.

Bloom’s:  Remember

11) The Forer effect occurs when people give high accuracy ratings to descriptive statements that are personally flattering but so vague that they could apply to virtually anyone.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-02 Know the implications of personality types and leadership.

Bloom’s:  Remember

 

12) Analytic intelligence is general problem-solving ability and can be assessed using standardized mental abilities tests.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Remember

 

13) Analytic intelligence is much more concerned with knowledge and experience than is practical intelligence.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Remember

 

14) Smart but inexperienced leaders tend to be more effective in stressful situations than less intelligent, experienced leaders.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Remember

 

15) With respect to creative intelligence, perhaps the most important point leaders should remember is that their primary role is not so much to be creative themselves as to build an environment where others can be creative.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Remember

 

16) Tests of divergent thinking usually have a single best answer, whereas tests of convergent thinking have many possible answers.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Remember

 

 

17) Stress is often defined as the result of conflicts with superiors or the apprehension associated with performance evaluation.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Remember

 

18) Most EQ researchers agree that emotional intelligence cannot be developed.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Remember

 

19) Leaders who can empathize and get along with others are often more successful than those who cannot.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Remember

 

20) Ability-based EQ training programs make extensive use of videos and role plays to help participants better recognize, exhibit, and regulate emotion.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Remember

 

21) “I remain calm in pressure situations.” This statement most likely corresponds to which of the following OCEAN personality dimensions?

1. A) openness to experience
2. B) neuroticism
3. C) extraversion
4. D) conscientiousness

 

Answer:  B

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

 

22) In the OCEAN model, the personality dimension that is concerned with curiosity, innovative thinking, and assimilating new information is known as

1. A) openness to experience.
2. B) extraversion.
3. C) conscientiousness.
4. D) neuroticism.

 

Answer:  A

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

23) According to the Five Factor Model (FFM) or OCEAN model of personality, leaders who score high in openness to experience tend to

1. A) be tactical and practical.
2. B) be big-picture thinkers.
3. C) avoid taking a strategic approach to solving problems.
4. D) prefer doing things using tried-and-true ways.

 

Answer:  B

Difficulty: 2 Medium

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Understand

 

24) Unlike leaders who score low in conscientiousness, those who score high in conscientiousness

1. A) rarely get into trouble.
2. B) tend to be more creative.
3. C) are highly spontaneous.
4. D) rarely prefer structure.

 

Answer:  A

Difficulty: 2 Medium

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Understand

 

 

25) According to the Five Factor Model (FFM) or OCEAN model of personality, which of the following dimensions primarily involves behaviors that are highly likely to be exhibited in group settings and are generally concerned with getting ahead in life?

1. A) agreeableness
2. B) conscientiousness
3. C) extraversion
4. D) neuroticism

 

Answer:  C

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

26) Unlike individuals who score low in extraversion, individuals who score high in this dimension

1. A) generally prefer to work by themselves.
2. B) have relatively little interest in influencing or competing with others.
3. C) tend to take others’ inputs into consideration when making decisions.
4. D) come across to others as decisive and opinionated.

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Understand

 

27) According to the OCEAN model, individuals who appear as insensitive, socially clueless, pessimistic, cold, and grumpy are most likely to score low in

1. A) leadership competence.
2. B) agreeableness.
3. C) neuroticism.
4. D) charisma.

 

Answer:  B

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

 

28) According to the Five Factor Model (FFM) or OCEAN model of personality, which of the following statements is most likely true about agreeableness?

1. A) It essentially concerns one’s need for approval.
2. B) It involves behaviors that are generally concerned with getting ahead in life.
3. C) It primarily concerns those behaviors related to people’s approach to work.
4. D) It is primarily concerned with curiosity and innovative thinking.

 

Answer:  A

Difficulty: 2 Medium

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Understand

 

29) According to the Five Factor Model (FFM) or OCEAN model of personality, the dimension of neuroticism is most likely

1. A) concerned with curiosity, innovative thinking, and assimilating new information.
2. B) concerned with those behaviors related to people’s approach to work.
3. C) concerned with how one gets along with, as opposed to gets ahead of, others.
4. D) concerned with how people react to stress, change, failure, or personal criticism.

 

Answer:  D

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

30) Leaders who score low in neuroticism tend to

1. A) take mistakes personally.
2. B) lose their temper when stressed.
3. C) hide their emotions.
4. D) be moody.

 

Answer:  C

Difficulty: 2 Medium

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Understand

31) The ________ states that if one simply works hard and achieves superior results, then good things will happen.

1. A) constructionist approach
2. B) dual-process theory
3. C) just world hypothesis
4. D) heroic theory

 

Answer:  C

Difficulty: 1 Easy

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Remember

 

32) According to Myers and Myers, there are four basic preference dimensions in which people can differ. Identify a true statement about people exhibiting these dimensions.

1. A) Intuitive leaders tend to be practical, orderly, and down-to-earth decision makers.
2. B) Introverted leaders prefer to think things through and announce only final decisions.
3. C) Thinking leaders use their hearts to weigh the impact of any decision on people.
4. D) Judgers prefer to collect as much data as possible before making decisions and get nervous after the decisions are made.

 

Answer:  B

Difficulty: 2 Medium

Learning Objective:  06-02 Know the implications of personality types and leadership.

Bloom’s:  Understand

 

33) According to Myers and Myers’s basic preference dimensions in which people can differ, the thinking–feeling dimension

1. A) is concerned with how people look at data.
2. B) is fundamentally concerned with where people get their energy.
3. C) describes the amount of information a leader needs before feeling comfortable making a decision.
4. D) is concerned with the considerations leaders prefer when making decisions.

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  06-02 Know the implications of personality types and leadership.

Bloom’s:  Understand

34) Which of the following theories explains the interesting relationships between leader intelligence and experience levels, and group performance in stressful versus nonstressful conditions?

1. A) the strategic contingencies theory
2. B) the hierarchical trait theory
3. C) the leader–member exchange theory
4. D) the cognitive resources theory

 

Answer:  D

Difficulty: 1 Easy

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Remember

 

 

 

35) In the context of Sternberg’s triarchic theory of intelligence, leaders and followers who possess high levels of analytic intelligence

1. A) fail to see connections between issues.
2. B) tend to be quick learners and do well in school.
3. C) are unable to make accurate assumptions with relatively unfamiliar information.
4. D) are primarily concerned with knowledge and experience.

 

Answer:  B

Difficulty: 2 Medium

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Understand

 

36) Raymond scores high on practical intelligence and has extensive knowledge and experience in leading a pharmaceutical research team. He is likely to feel uncomfortable and unprepared when asked to organize a major fund-raising activity for a charitable institution. This example illustrates that practical intelligence is most likely

1. A) concerned with knowledge and experience.
2. B) the ability to produce work that is novel.
3. C) the ability to learn new information.
4. D) domain specific.

 

Answer:  D

Difficulty: 3 Hard

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Apply

37) According to Sternberg’s triarchic theory of intelligence, creative intelligence is

1. A) general problem-solving ability.
2. B) the ability to make accurate inferences with relatively unfamiliar information.
3. C) assessed using standardized mental abilities tests.
4. D) the ability to produce work that is both novel and useful.

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Understand

 

 

 

38) According to Reuven Bar-On’s model of emotional intelligence, reality testing, flexibility, and problem-solving relate to

1. A) general mood.
2. B) stress management.
3. C) interpersonal relationships.
4. D) adaptability.

 

Answer:  D

Difficulty: 1 Easy

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Remember

 

39) According to Goleman’s conceptualization of emotional intelligence (EQ), the “change catalyst” attribute most likely corresponds to the ________ dimension of the OCEAN model.

1. A) extraversion
2. B) agreeableness
3. C) openness to experience
4. D) neuroticism

 

Answer:  A

Difficulty: 1 Easy

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Remember

 

40) Which of the following terms is most likely defined as the ability to intentionally pay attention to the present moment while letting go of judgment?

1. A) conscientiousness
2. B) mindfulness
3. C) assertiveness
4. D) mobilization

 

Answer:  B

Difficulty: 1 Easy

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Remember

41) Explain the two meanings of personality.

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Understand

 

 

 

42) Write a description of the FFM or OCEAN model of personality. Explain each of the five personality dimensions.

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Understand

 

43) In the context of the OCEAN model, what is meant by conscientiousness? What leader behaviors are associated with conscientiousness? What types of jobs or tasks are best for those who have high levels of conscientiousness?

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-01 Recite the importance of individual personality traits in leadership.

Bloom’s:  Understand

 

44) What is the Myers-Briggs Type Indicator (MBTI)? What are its four basic dimension preferences?

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-02 Know the implications of personality types and leadership.

Bloom’s:  Understand

 

45) What is intelligence? What is the relationship between intelligence and leadership?

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Understand

 

46) Provide a brief description of the components of Sternberg’s triarchic theory of intelligence. How does each component relate to leadership?

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Understand

47) What are the two major predictions made by the cognitive resources theory with respect to intelligence, experience, stress, and group performance?

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-03 Recount the role of intelligence in effective leadership.

Bloom’s:  Understand

 

48) How was emotional intelligence defined by Salovey and Mayer? What does an ability model focus on?

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Understand

 

49) What are the implications of emotional intelligence (EQ)?

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Understand

 

50) Explain ability-based EQ training programs.

 

Answer:  Answers will vary.

Difficulty: 2 Medium

Learning Objective:  06-04 Identify emotional intelligence and its role in leadership.

Bloom’s:  Understand