Q&A Hero

Q: Which of the following should a leader consider to determine the appropriateness of competitive vs. cooperative rewards when matching rewards to contribution? A. The degree of task interdependence. B. The number of members in the work group. C. Cooperative rewards are most effective for teams with low interdependence. D. The age group of the workers. E. Competitive rewards are most effective for teams with high interdependence.

Q: Which of the following is a competitive team reward? A. When quality standards are met for three consecutive months, team members receive an extra day of paid vacation. B. When safety standards are violated, the entire plant must shut down all production processes. C. Each year, a member of the faculty is chosen as the outstanding professor of the year. D. When a real estate sales team hits a billion dollar month, all team members get a new car. E. Secretaries receive a one percent raise for each year of service to the organization.

Q: Which of the following is a cooperative team reward? A. Each member of the group that gave the best presentation in an MBA course receives an A in the course. B. The top salesman in a real estate team gets a two-week vacation. C. Commission structures pay higher percentages to top performers. D. A graduate course is graded Pass/Fail. E. A production team nominates a team member for the "EXCEL" award.

Q: Kara's MBA class had to work in groups for a semester-long project involving some aspects of organizational culture. Her group gave their first presentation tonight. Everyone was tense, checking that the other group members were doing their assigned roles, not leaving early, or saying the wrong thing. The major shared goal was that the group "be nice" to each other during the presentation. Kara's group is in the _____ stage of team development. A. recruiting B. forming C. norming D. storming E. performing

Q: Kara's MBA class has to work in groups for a semester-long project. Her group met for the first time this week, working out questions of what project focus the group should take, which group members have what skills, and how much time will be required. Kara's group is in the _____ stage of team development. A. recruiting B. forming C. norming D. storming E. performing

Q: Which of the following is an activity-based goal? A. Win three new accounts in the next quarter. B. Reduce the average duration of patient stays by one day this year. C. Reengineer the new software license process. D. Improve retention rate among top-performers by 20 percent this year. E. Generate at least a quarter of revenue from products less than two years old.

Q: Which of the following is an outcome-based goal? A. Save money through reducing patient days. B. Reengineer the new software license process. C. Win three new accounts in the next quarter. D. Make this company a better place to work. E. Build a culture of innovation and new product development.

Q: The single most important factor for effective teams is that they have a(n): A. sense of cohesion. B. expectation of recognition. C. adequate resource allocation. D. clear, compelling performance challenge. E. generous reward structure.

Q: Marc, a basketball team coach, gets the team to agree to work on free throws, passing patterns, new defenses, and generally all aspects needed to set and maintain the win percentage. Marc is exhibiting the teamwork KSA of: A. conflict resolution. B. communication. C. collaborative problem solving. D. goal setting and performance management. E. planning and task coordination.

Q: Nathan is one of six real estate agents assigned to a local office. He is not especially good at planning or problem solving, but whenever someone needs a sounding board or has an issue to vent, Nathan is there to pay attention, nod his head, refrain from giving biased advice, and be supportive. Nathan is demonstrating the teamwork KSA of: A. conflict resolution. B. collaborative problem solving. C. communication. D. goal setting and performance management. E. planning and task coordination.

Q: Frank is a cook at a nonprofit shelter, a part of a seven-member crew. The crew prepares meals from donated items, often improvising or "improving" standard recipes based on availability. The credit of this transformation goes to Frank who taught the other members of the crew to not only improvise from routine but also to cook nutritious meals with the available items. Frank is demonstrating the teamwork KSA of: A. conflict resolution. B. collaborative problem solving. C. communication. D. goal setting and performance management. E. planning and task coordination.

Q: Why is the term "disciplines" used to describe high-performance team characteristics? A. It is important to identify high-performance team characteristics. B. It is important to understand high-performance team characteristics. C. Penalties are important to achieve conformance to high-performance team characteristics. D. These characteristics must be consistently applied to get high-performance results. E. It signifies that great teams do not have productive failures.

Q: Which of the following is a discipline of high-performing teams? A. Individual goal attainment B. Large size C. Specialized and noncomplementary skill sets D. Productive team norms E. Individual production objectives

Q: A team with a high score for continued cooperation: A. is generally big in size. B. continually strives to learn from mistakes. C. has individual working approaches. D. exhausts all its resources for a particular project. E. consists of high achievers.

Q: A team is a group of people: A. who work for the same manager. B. whose workspaces are located near one another. C. who have lots of personal contact with each other in the workplace. D. who share responsibility for producing something together. E. who are all individually accountable for definable outcomes.

Q: Which of the following statements is a myth of teamwork? A. If proper conditions for teamwork are not present, individual assignments are better. B. High cohesion can cause teams to make bad decisions. C. The team leader is the primary determinant of team performance. D. The highest performing teams have complementary members. E. Teams lose some of their effectiveness when they get too large.

Q: The main advantages of electronic meetings are anonymity, honesty, and speed.

Q: Electronic meetings are appropriate when the goal is to reduce status effects or groupthink.

Q: Problem reversal is a technique for generating creative ideas.

Q: Subdivision is a technique used to stimulate convergent thinking.

Q: Convergent thinking involves recognizing links among remotely associated issues, and transforming information into unexpected forms.

Q: Divergent thinking emphasizes speed, accuracy, and logic.

Q: A climate of trust, open communication, and risk taking is a critical success factor that promotes more creativity in teams.

Q: Cohesive groups do not always result in high performance.

Q: Gatekeeping, encouraging all participants in a group to contribute, is an important interpersonal contribution that a team member can make to a team.

Q: The more difficult it is to get into a group, the more cohesive the group typically becomes.

Q: Groupthink is a phenomenon found in highly cohesive groups when team members strive to maintain harmony at the expense of quality decision making.

Q: The best strategy to counter social loafing is choking.

Q: "Sucker aversion" is a direct result of social conformity.

Q: An extreme state of escalation of commitment is known as the innocent bystander effect.

Q: The opposite of social facilitation is free-riding.

Q: When people are alone, they make decisions that have more risks than when they are in teams.

Q: A sense of premature maturity prevails in the forming stage of team development.

Q: Minority viewpoints and tendencies to deviate from or question the group direction are discouraged in the performing stage of team development.

Q: The forming stage of team development is the point at which a group begins to come together as a coordinated unit.

Q: Storming is the first stage of team development.

Q: Activity-based goals are more important than outcome-based goals in team performance.

Q: Communication skills are necessary for good teamwork.

Q: Technical expertise is the most important team skill.

Q: High-performing teams usually have between 12 and 15 members.

Q: A high-performance scorecard includes dimensions of production output, member satisfaction, and capacity for continued cooperation.

Q: Teams are unique because each member cannot complete the work without the work of other members.

Q: Teams that make or do things are the most effective when they deal with "critical delivery points."

Q: For teams that make or do things to be most effective, a relentless focus on performance is required.

Q: The first team skill is the ability to assess whether or not a team will be cohesive.

Q: Teams are better than individual workers when risk is desirable.

Q: According to experts in the area of leadership development, what are the five types of on-the-job experiences that are important for developing leadership capabilities? Give one example of each.

Q: According to Phil Podsakoff and his colleagues at Indiana University, what are the six transformational leader behaviors?

Q: What are the three ways in which transactional behaviors play an important role in effective leadership?

Q: Jane notices that a few of her subordinates in the assembly line are openly violating safety norms. This is creating a dangerous work environment for everyone in the line. She must use the transactional leader behavior of contingent punishment. Advise her on how to effectively provide contingent punishment. To effectively provide contingent punishment, Jane should: Meet privately. Never punish in public. Describe the undesirable behavior (bypassing safety policies). Explain the problems the undesirable behavior is causing (endangering their and others' lives). Allow questions and opportunities for clarification. Explain consequences if the undesirable behavior does not change (probation, formal discipline procedures, termination). Provide examples and time for questions regarding desired behaviors.

Q: In keeping with its corporate social responsibility goals, this year your company asks employees to work an extra hour without pay every day for the next two months. No one in your group seems very enthusiastic about this although the proceeds are meant for a children's charity. As a manager, what kind of leadership behavior will you need to motivate the employees - transactional or transformational? Explain.

Q: Paul is a mid-level manager in a car manufacturing plant. Normally, Paul receives two separate budget allocations for rewarding his employees and for standard yearly bonus payments. However, due to the recession-hit markets this year, he has got only one budget allocation. He has to decide whether to use it for rewarding his top-performing employees or for giving similar bonuses to everyone. Help him decide based on the transactional leader behaviors.

Q: Bernard Bass suggests two of the most effective transactional leader behaviors. What are they?

Q: What is an in-group and out-group?

Q: Describe the two primary behaviors that effective leadership involves.

Q: What are the traits that are good predictors of leadership emergence? What are the characteristics that people admire in leaders? Are they similar to each other? Explain.

Q: Your friend Chris believes that leaders are more capable and possess a different set of traits than followers. Do you agree with him? Explain.

Q: Discuss a few myths of leadership.

Q: The Nut House, a local retail store in a suburban mall, sold fresh roasted nuts, homemade potato chips, candies from all over the world and donuts. Elinor Smith, the owner, hired Lee, a new high school graduate, as summer help. Monday morning, the first day on the job, Lee said, "Oh Mrs. Smith, thank you so much for giving me a chance to work! And I love this store! My mom has used your chips and nuts for her women's group parties for years! I love those green ones. What are they called?" Mrs. Smith smiled, "Pistachios, Lee. Welcome to The Nut House. I am glad you are here. There is plenty of work to keep you busy. Let's start with cleaning the glass cases." The day went quickly as Mrs. Smith showed Lee how to clean glass display cases, how to sweep and mop the floors, how to care for the fryers and warming trays. Lee followed Mrs. Smith around and did what Mrs. Smith showed her to do, repeating her actions. If Lee did not do a task correctly, Mrs. Smith repeated the action until Lee got it right. They worked side by side, doing the same cleaning tasks, all day. When a customer came in, Mrs. Smith took care of the customer. Then Mrs. Smith and Lee resumed their cleaning. Tuesday, Mrs. Smith watched Lee clean the store. She commented as needed about a missed detail. She reminded Lee of the procedures, twice demonstrating part of the art of glass cleaning. She frequently complimented Lee for doing a task correctly, especially when Lee seemed bored and said, "This is way easy." Wednesday, Mrs. Smith announced, "Would you like to learn the cash register?" Lee gave her a grateful grin, and Mrs. Smith said, "Wash your hands, and stand right here next to me." Lee was much quicker at learning this task than she had been at glass cleaning. Mrs. Smith commented, "You certainly are good with numbers!" Lee grinned, "I am going to major in math in college." The day went easily. At closing time, Mrs. Smith asked, "Do you still have that nice big brown dog?" Lee nodded, "Danny! My finest friend." Mrs. Smith said, "Right. Danny. Stop next door at the butcher shop and pick up some good meat scraps for him. I already called Mr. Peralta to set some aside for you." On Friday, Mrs. Smith said to Lee, "I have seen you watching while I waited on customers. Are you ready to take care of a customer? Do you have any questions?" Lee had a few, and then Mrs. Smith said, "Good. Remember that each customer is THE most important customer. They deserve our respect, our attention, our service. We want them to come back because we took great care of them. So, do what you have seen me doing, and you will be fine. OK, the next person through the door is your first customer." Lee smiled in anticipation and fidgeted nervously. Soon the door jingled, and in walked Lee's customer. "Hi, Elinor, how are you today?" Mrs. Smith replied, "Just fine, Edna. Here is my new assistant, Lee, all ready to serve you." She nudged Lee toward the center of the display area. Lee looked at her shoes and mumbled, "Hi, Mom. What are you doing here?" Mrs. Winters, Lee's mom, replied in a friendly but business-like manner, "Buying nuts for the card party tonight. I ordered chips ahead. Are they ready? I'd also like a pound of cashews and a pound of mixed nuts." Lee scowled, "Huh? No pistachios?" Mrs. Smith elbowed Lee toward the shelf of ready orders, "Find the tin for Mrs. Winters." The two women chatted as Lee sullenly got her mother's order together. Lee rang up the sale, letting out a big annoyed sigh. Mrs. Winters said, "Thank you," and left the store. Mrs. Smith locked the front door and turned the sign to "BE BACK IN 15 MINUTES" before she gestured Lee to follow her to the back room. She handed Lee a soda, gestured to a seat, and said, "So, how did that go, your first customer?" Lee sulked, "That was MOM, not a customer." Mrs. Smith responded, "That was Mrs. Winters, one of my best customers. Lee, you will know a lot of people who come in this store. What if it's Mr. Legget, the neighbor you don't like? Or a friend of yours from school, Susan, or someone else you do like? Each customer deserves your respect, your attention, and your service. Answer my question, please. How did you do with your first customer?" Lee crumpled into a little pile and whined, "I did just awful. I wasn't glad to see her and she knew it. I forgot to ask her if she wanted anything else, or if she had noticed your new display, or, oh, I just treated her like Mom, I didn't even see a customer. I am just awful. Are you firing me? Maybe I should just quit. I didn't do anything right except ring up the sale. I am just hopeless." Lee buried her face in her hands and sobbed. Please refer to this scenario for the following question. What should Mrs. Smith do next? Use situational leadership, transactional behaviors, and transformational answers in your discussion. Be specific and provide examples.

Q: The Nut House, a local retail store in a suburban mall, sold fresh roasted nuts, homemade potato chips, candies from all over the world and donuts. Elinor Smith, the owner, hired Lee, a new high school graduate, as summer help. Monday morning, the first day on the job, Lee said, "Oh Mrs. Smith, thank you so much for giving me a chance to work! And I love this store! My mom has used your chips and nuts for her women's group parties for years! I love those green ones. What are they called?" Mrs. Smith smiled, "Pistachios, Lee. Welcome to The Nut House. I am glad you are here. There is plenty of work to keep you busy. Let's start with cleaning the glass cases." The day went quickly as Mrs. Smith showed Lee how to clean glass display cases, how to sweep and mop the floors, how to care for the fryers and warming trays. Lee followed Mrs. Smith around and did what Mrs. Smith showed her to do, repeating her actions. If Lee did not do a task correctly, Mrs. Smith repeated the action until Lee got it right. They worked side by side, doing the same cleaning tasks, all day. When a customer came in, Mrs. Smith took care of the customer. Then Mrs. Smith and Lee resumed their cleaning. Tuesday, Mrs. Smith watched Lee clean the store. She commented as needed about a missed detail. She reminded Lee of the procedures, twice demonstrating part of the art of glass cleaning. She frequently complimented Lee for doing a task correctly, especially when Lee seemed bored and said, "This is way easy." Wednesday, Mrs. Smith announced, "Would you like to learn the cash register?" Lee gave her a grateful grin, and Mrs. Smith said, "Wash your hands, and stand right here next to me." Lee was much quicker at learning this task than she had been at glass cleaning. Mrs. Smith commented, "You certainly are good with numbers!" Lee grinned, "I am going to major in math in college." The day went easily. At closing time, Mrs. Smith asked, "Do you still have that nice big brown dog?" Lee nodded, "Danny! My finest friend." Mrs. Smith said, "Right. Danny. Stop next door at the butcher shop and pick up some good meat scraps for him. I already called Mr. Peralta to set some aside for you." On Friday, Mrs. Smith said to Lee, "I have seen you watching while I waited on customers. Are you ready to take care of a customer? Do you have any questions?" Lee had a few, and then Mrs. Smith said, "Good. Remember that each customer is THE most important customer. They deserve our respect, our attention, our service. We want them to come back because we took great care of them. So, do what you have seen me doing, and you will be fine. OK, the next person through the door is your first customer." Lee smiled in anticipation and fidgeted nervously. Soon the door jingled, and in walked Lee's customer. "Hi, Elinor, how are you today?" Mrs. Smith replied, "Just fine, Edna. Here is my new assistant, Lee, all ready to serve you." She nudged Lee toward the center of the display area. Lee looked at her shoes and mumbled, "Hi, Mom. What are you doing here?" Mrs. Winters, Lee's mom, replied in a friendly but business-like manner, "Buying nuts for the card party tonight. I ordered chips ahead. Are they ready? I'd also like a pound of cashews and a pound of mixed nuts." Lee scowled, "Huh? No pistachios?" Mrs. Smith elbowed Lee toward the shelf of ready orders, "Find the tin for Mrs. Winters." The two women chatted as Lee sullenly got her mother's order together. Lee rang up the sale, letting out a big annoyed sigh. Mrs. Winters said, "Thank you," and left the store. Mrs. Smith locked the front door and turned the sign to "BE BACK IN 15 MINUTES" before she gestured Lee to follow her to the back room. She handed Lee a soda, gestured to a seat, and said, "So, how did that go, your first customer?" Lee sulked, "That was MOM, not a customer." Mrs. Smith responded, "That was Mrs. Winters, one of my best customers. Lee, you will know a lot of people who come in this store. What if it's Mr. Legget, the neighbor you don't like? Or a friend of yours from school, Susan, or someone else you do like? Each customer deserves your respect, your attention, and your service. Answer my question, please. How did you do with your first customer?" Lee crumpled into a little pile and whined, "I did just awful. I wasn't glad to see her and she knew it. I forgot to ask her if she wanted anything else, or if she had noticed your new display, or, oh, I just treated her like Mom, I didn't even see a customer. I am just awful. Are you firing me? Maybe I should just quit. I didn't do anything right except ring up the sale. I am just hopeless." Lee buried her face in her hands and sobbed. Please refer to this scenario for the following question. How well did Mrs. Smith utilize transformational leadership behaviors? Be specific and provide examples.

Q: The Nut House, a local retail store in a suburban mall, sold fresh roasted nuts, homemade potato chips, candies from all over the world and donuts. Elinor Smith, the owner, hired Lee, a new high school graduate, as summer help. Monday morning, the first day on the job, Lee said, "Oh Mrs. Smith, thank you so much for giving me a chance to work! And I love this store! My mom has used your chips and nuts for her women's group parties for years! I love those green ones. What are they called?" Mrs. Smith smiled, "Pistachios, Lee. Welcome to The Nut House. I am glad you are here. There is plenty of work to keep you busy. Let's start with cleaning the glass cases." The day went quickly as Mrs. Smith showed Lee how to clean glass display cases, how to sweep and mop the floors, how to care for the fryers and warming trays. Lee followed Mrs. Smith around and did what Mrs. Smith showed her to do, repeating her actions. If Lee did not do a task correctly, Mrs. Smith repeated the action until Lee got it right. They worked side by side, doing the same cleaning tasks, all day. When a customer came in, Mrs. Smith took care of the customer. Then Mrs. Smith and Lee resumed their cleaning. Tuesday, Mrs. Smith watched Lee clean the store. She commented as needed about a missed detail. She reminded Lee of the procedures, twice demonstrating part of the art of glass cleaning. She frequently complimented Lee for doing a task correctly, especially when Lee seemed bored and said, "This is way easy." Wednesday, Mrs. Smith announced, "Would you like to learn the cash register?" Lee gave her a grateful grin, and Mrs. Smith said, "Wash your hands, and stand right here next to me." Lee was much quicker at learning this task than she had been at glass cleaning. Mrs. Smith commented, "You certainly are good with numbers!" Lee grinned, "I am going to major in math in college." The day went easily. At closing time, Mrs. Smith asked, "Do you still have that nice big brown dog?" Lee nodded, "Danny! My finest friend." Mrs. Smith said, "Right. Danny. Stop next door at the butcher shop and pick up some good meat scraps for him. I already called Mr. Peralta to set some aside for you." On Friday, Mrs. Smith said to Lee, "I have seen you watching while I waited on customers. Are you ready to take care of a customer? Do you have any questions?" Lee had a few, and then Mrs. Smith said, "Good. Remember that each customer is THE most important customer. They deserve our respect, our attention, our service. We want them to come back because we took great care of them. So, do what you have seen me doing, and you will be fine. OK, the next person through the door is your first customer." Lee smiled in anticipation and fidgeted nervously. Soon the door jingled, and in walked Lee's customer. "Hi, Elinor, how are you today?" Mrs. Smith replied, "Just fine, Edna. Here is my new assistant, Lee, all ready to serve you." She nudged Lee toward the center of the display area. Lee looked at her shoes and mumbled, "Hi, Mom. What are you doing here?" Mrs. Winters, Lee's mom, replied in a friendly but business-like manner, "Buying nuts for the card party tonight. I ordered chips ahead. Are they ready? I'd also like a pound of cashews and a pound of mixed nuts." Lee scowled, "Huh? No pistachios?" Mrs. Smith elbowed Lee toward the shelf of ready orders, "Find the tin for Mrs. Winters." The two women chatted as Lee sullenly got her mother's order together. Lee rang up the sale, letting out a big annoyed sigh. Mrs. Winters said, "Thank you," and left the store. Mrs. Smith locked the front door and turned the sign to "BE BACK IN 15 MINUTES" before she gestured Lee to follow her to the back room. She handed Lee a soda, gestured to a seat, and said, "So, how did that go, your first customer?" Lee sulked, "That was MOM, not a customer." Mrs. Smith responded, "That was Mrs. Winters, one of my best customers. Lee, you will know a lot of people who come in this store. What if it's Mr. Legget, the neighbor you don't like? Or a friend of yours from school, Susan, or someone else you do like? Each customer deserves your respect, your attention, and your service. Answer my question, please. How did you do with your first customer?" Lee crumpled into a little pile and whined, "I did just awful. I wasn't glad to see her and she knew it. I forgot to ask her if she wanted anything else, or if she had noticed your new display, or, oh, I just treated her like Mom, I didn't even see a customer. I am just awful. Are you firing me? Maybe I should just quit. I didn't do anything right except ring up the sale. I am just hopeless." Lee buried her face in her hands and sobbed. Please refer to this scenario for the following question. How well did Mrs. Smith use transactional leadership behaviors? Be specific and provide examples.

Q: The Nut House, a local retail store in a suburban mall, sold fresh roasted nuts, homemade potato chips, candies from all over the world and donuts. Elinor Smith, the owner, hired Lee, a new high school graduate, as summer help. Monday morning, the first day on the job, Lee said, "Oh Mrs. Smith, thank you so much for giving me a chance to work! And I love this store! My mom has used your chips and nuts for her women's group parties for years! I love those green ones. What are they called?" Mrs. Smith smiled, "Pistachios, Lee. Welcome to The Nut House. I am glad you are here. There is plenty of work to keep you busy. Let's start with cleaning the glass cases." The day went quickly as Mrs. Smith showed Lee how to clean glass display cases, how to sweep and mop the floors, how to care for the fryers and warming trays. Lee followed Mrs. Smith around and did what Mrs. Smith showed her to do, repeating her actions. If Lee did not do a task correctly, Mrs. Smith repeated the action until Lee got it right. They worked side by side, doing the same cleaning tasks, all day. When a customer came in, Mrs. Smith took care of the customer. Then Mrs. Smith and Lee resumed their cleaning. Tuesday, Mrs. Smith watched Lee clean the store. She commented as needed about a missed detail. She reminded Lee of the procedures, twice demonstrating part of the art of glass cleaning. She frequently complimented Lee for doing a task correctly, especially when Lee seemed bored and said, "This is way easy." Wednesday, Mrs. Smith announced, "Would you like to learn the cash register?" Lee gave her a grateful grin, and Mrs. Smith said, "Wash your hands, and stand right here next to me." Lee was much quicker at learning this task than she had been at glass cleaning. Mrs. Smith commented, "You certainly are good with numbers!" Lee grinned, "I am going to major in math in college." The day went easily. At closing time, Mrs. Smith asked, "Do you still have that nice big brown dog?" Lee nodded, "Danny! My finest friend." Mrs. Smith said, "Right. Danny. Stop next door at the butcher shop and pick up some good meat scraps for him. I already called Mr. Peralta to set some aside for you." On Friday, Mrs. Smith said to Lee, "I have seen you watching while I waited on customers. Are you ready to take care of a customer? Do you have any questions?" Lee had a few, and then Mrs. Smith said, "Good. Remember that each customer is THE most important customer. They deserve our respect, our attention, our service. We want them to come back because we took great care of them. So, do what you have seen me doing, and you will be fine. OK, the next person through the door is your first customer." Lee smiled in anticipation and fidgeted nervously. Soon the door jingled, and in walked Lee's customer. "Hi, Elinor, how are you today?" Mrs. Smith replied, "Just fine, Edna. Here is my new assistant, Lee, all ready to serve you." She nudged Lee toward the center of the display area. Lee looked at her shoes and mumbled, "Hi, Mom. What are you doing here?" Mrs. Winters, Lee's mom, replied in a friendly but business-like manner, "Buying nuts for the card party tonight. I ordered chips ahead. Are they ready? I'd also like a pound of cashews and a pound of mixed nuts." Lee scowled, "Huh? No pistachios?" Mrs. Smith elbowed Lee toward the shelf of ready orders, "Find the tin for Mrs. Winters." The two women chatted as Lee sullenly got her mother's order together. Lee rang up the sale, letting out a big annoyed sigh. Mrs. Winters said, "Thank you," and left the store. Mrs. Smith locked the front door and turned the sign to "BE BACK IN 15 MINUTES" before she gestured Lee to follow her to the back room. She handed Lee a soda, gestured to a seat, and said, "So, how did that go, your first customer?" Lee sulked, "That was MOM, not a customer." Mrs. Smith responded, "That was Mrs. Winters, one of my best customers. Lee, you will know a lot of people who come in this store. What if it's Mr. Legget, the neighbor you don't like? Or a friend of yours from school, Susan, or someone else you do like? Each customer deserves your respect, your attention, and your service. Answer my question, please. How did you do with your first customer?" Lee crumpled into a little pile and whined, "I did just awful. I wasn't glad to see her and she knew it. I forgot to ask her if she wanted anything else, or if she had noticed your new display, or, oh, I just treated her like Mom, I didn't even see a customer. I am just awful. Are you firing me? Maybe I should just quit. I didn't do anything right except ring up the sale. I am just hopeless." Lee buried her face in her hands and sobbed. Please refer to this scenario for the following question. In which of the following instances did Mrs. Smith exhibit the transformational leadership behavior of providing individualized support? A. When she complimented Lee for cleaning the glass cases correctly. B. When she began the cash register training. C. When she told Lee there was plenty of work to keep her busy. D. When she asked about Lee's dog and provided the scraps. E. When she cleaned glass cases, doing the same work Lee did.

Q: The Nut House, a local retail store in a suburban mall, sold fresh roasted nuts, homemade potato chips, candies from all over the world and donuts. Elinor Smith, the owner, hired Lee, a new high school graduate, as summer help. Monday morning, the first day on the job, Lee said, "Oh Mrs. Smith, thank you so much for giving me a chance to work! And I love this store! My mom has used your chips and nuts for her women's group parties for years! I love those green ones. What are they called?" Mrs. Smith smiled, "Pistachios, Lee. Welcome to The Nut House. I am glad you are here. There is plenty of work to keep you busy. Let's start with cleaning the glass cases." The day went quickly as Mrs. Smith showed Lee how to clean glass display cases, how to sweep and mop the floors, how to care for the fryers and warming trays. Lee followed Mrs. Smith around and did what Mrs. Smith showed her to do, repeating her actions. If Lee did not do a task correctly, Mrs. Smith repeated the action until Lee got it right. They worked side by side, doing the same cleaning tasks, all day. When a customer came in, Mrs. Smith took care of the customer. Then Mrs. Smith and Lee resumed their cleaning. Tuesday, Mrs. Smith watched Lee clean the store. She commented as needed about a missed detail. She reminded Lee of the procedures, twice demonstrating part of the art of glass cleaning. She frequently complimented Lee for doing a task correctly, especially when Lee seemed bored and said, "This is way easy." Wednesday, Mrs. Smith announced, "Would you like to learn the cash register?" Lee gave her a grateful grin, and Mrs. Smith said, "Wash your hands, and stand right here next to me." Lee was much quicker at learning this task than she had been at glass cleaning. Mrs. Smith commented, "You certainly are good with numbers!" Lee grinned, "I am going to major in math in college." The day went easily. At closing time, Mrs. Smith asked, "Do you still have that nice big brown dog?" Lee nodded, "Danny! My finest friend." Mrs. Smith said, "Right. Danny. Stop next door at the butcher shop and pick up some good meat scraps for him. I already called Mr. Peralta to set some aside for you." On Friday, Mrs. Smith said to Lee, "I have seen you watching while I waited on customers. Are you ready to take care of a customer? Do you have any questions?" Lee had a few, and then Mrs. Smith said, "Good. Remember that each customer is THE most important customer. They deserve our respect, our attention, our service. We want them to come back because we took great care of them. So, do what you have seen me doing, and you will be fine. OK, the next person through the door is your first customer." Lee smiled in anticipation and fidgeted nervously. Soon the door jingled, and in walked Lee's customer. "Hi, Elinor, how are you today?" Mrs. Smith replied, "Just fine, Edna. Here is my new assistant, Lee, all ready to serve you." She nudged Lee toward the center of the display area. Lee looked at her shoes and mumbled, "Hi, Mom. What are you doing here?" Mrs. Winters, Lee's mom, replied in a friendly but business-like manner, "Buying nuts for the card party tonight. I ordered chips ahead. Are they ready? I'd also like a pound of cashews and a pound of mixed nuts." Lee scowled, "Huh? No pistachios?" Mrs. Smith elbowed Lee toward the shelf of ready orders, "Find the tin for Mrs. Winters." The two women chatted as Lee sullenly got her mother's order together. Lee rang up the sale, letting out a big annoyed sigh. Mrs. Winters said, "Thank you," and left the store. Mrs. Smith locked the front door and turned the sign to "BE BACK IN 15 MINUTES" before she gestured Lee to follow her to the back room. She handed Lee a soda, gestured to a seat, and said, "So, how did that go, your first customer?" Lee sulked, "That was MOM, not a customer." Mrs. Smith responded, "That was Mrs. Winters, one of my best customers. Lee, you will know a lot of people who come in this store. What if it's Mr. Legget, the neighbor you don't like? Or a friend of yours from school, Susan, or someone else you do like? Each customer deserves your respect, your attention, and your service. Answer my question, please. How did you do with your first customer?" Lee crumpled into a little pile and whined, "I did just awful. I wasn't glad to see her and she knew it. I forgot to ask her if she wanted anything else, or if she had noticed your new display, or, oh, I just treated her like Mom, I didn't even see a customer. I am just awful. Are you firing me? Maybe I should just quit. I didn't do anything right except ring up the sale. I am just hopeless." Lee buried her face in her hands and sobbed. Please refer to this scenario for the following question. In which of the following instances did Mrs. Smith exhibit the transformational leadership behavior of providing an appropriate model? A. When she told Lee that each customer was the most important customer. B. When she reminded Lee that Lee would know many of the customers. C. On the first day, when she told Lee there was plenty of work to keep her busy. D. When she complimented Lee for cleaning the glass cases correctly. E. When she cleaned the glass cases, doing the same work Lee did.

Q: The Nut House, a local retail store in a suburban mall, sold fresh roasted nuts, homemade potato chips, candies from all over the world and donuts. Elinor Smith, the owner, hired Lee, a new high school graduate, as summer help. Monday morning, the first day on the job, Lee said, "Oh Mrs. Smith, thank you so much for giving me a chance to work! And I love this store! My mom has used your chips and nuts for her women's group parties for years! I love those green ones. What are they called?" Mrs. Smith smiled, "Pistachios, Lee. Welcome to The Nut House. I am glad you are here. There is plenty of work to keep you busy. Let's start with cleaning the glass cases." The day went quickly as Mrs. Smith showed Lee how to clean glass display cases, how to sweep and mop the floors, how to care for the fryers and warming trays. Lee followed Mrs. Smith around and did what Mrs. Smith showed her to do, repeating her actions. If Lee did not do a task correctly, Mrs. Smith repeated the action until Lee got it right. They worked side by side, doing the same cleaning tasks, all day. When a customer came in, Mrs. Smith took care of the customer. Then Mrs. Smith and Lee resumed their cleaning. Tuesday, Mrs. Smith watched Lee clean the store. She commented as needed about a missed detail. She reminded Lee of the procedures, twice demonstrating part of the art of glass cleaning. She frequently complimented Lee for doing a task correctly, especially when Lee seemed bored and said, "This is way easy." Wednesday, Mrs. Smith announced, "Would you like to learn the cash register?" Lee gave her a grateful grin, and Mrs. Smith said, "Wash your hands, and stand right here next to me." Lee was much quicker at learning this task than she had been at glass cleaning. Mrs. Smith commented, "You certainly are good with numbers!" Lee grinned, "I am going to major in math in college." The day went easily. At closing time, Mrs. Smith asked, "Do you still have that nice big brown dog?" Lee nodded, "Danny! My finest friend." Mrs. Smith said, "Right. Danny. Stop next door at the butcher shop and pick up some good meat scraps for him. I already called Mr. Peralta to set some aside for you." On Friday, Mrs. Smith said to Lee, "I have seen you watching while I waited on customers. Are you ready to take care of a customer? Do you have any questions?" Lee had a few, and then Mrs. Smith said, "Good. Remember that each customer is THE most important customer. They deserve our respect, our attention, our service. We want them to come back because we took great care of them. So, do what you have seen me doing, and you will be fine. OK, the next person through the door is your first customer." Lee smiled in anticipation and fidgeted nervously. Soon the door jingled, and in walked Lee's customer. "Hi, Elinor, how are you today?" Mrs. Smith replied, "Just fine, Edna. Here is my new assistant, Lee, all ready to serve you." She nudged Lee toward the center of the display area. Lee looked at her shoes and mumbled, "Hi, Mom. What are you doing here?" Mrs. Winters, Lee's mom, replied in a friendly but business-like manner, "Buying nuts for the card party tonight. I ordered chips ahead. Are they ready? I'd also like a pound of cashews and a pound of mixed nuts." Lee scowled, "Huh? No pistachios?" Mrs. Smith elbowed Lee toward the shelf of ready orders, "Find the tin for Mrs. Winters." The two women chatted as Lee sullenly got her mother's order together. Lee rang up the sale, letting out a big annoyed sigh. Mrs. Winters said, "Thank you," and left the store. Mrs. Smith locked the front door and turned the sign to "BE BACK IN 15 MINUTES" before she gestured Lee to follow her to the back room. She handed Lee a soda, gestured to a seat, and said, "So, how did that go, your first customer?" Lee sulked, "That was MOM, not a customer." Mrs. Smith responded, "That was Mrs. Winters, one of my best customers. Lee, you will know a lot of people who come in this store. What if it's Mr. Legget, the neighbor you don't like? Or a friend of yours from school, Susan, or someone else you do like? Each customer deserves your respect, your attention, and your service. Answer my question, please. How did you do with your first customer?" Lee crumpled into a little pile and whined, "I did just awful. I wasn't glad to see her and she knew it. I forgot to ask her if she wanted anything else, or if she had noticed your new display, or, oh, I just treated her like Mom, I didn't even see a customer. I am just awful. Are you firing me? Maybe I should just quit. I didn't do anything right except ring up the sale. I am just hopeless." Lee buried her face in her hands and sobbed. Please refer to this scenario for the following question. In which of the following instances did Mrs. Smith exhibit the transformational leadership behavior of articulating a vision? A. When she told Lee that each customer was the most important customer. B. When she reminded Lee that Lee would know many of the customers. C. On the first day, when she told Lee there was plenty of work to keep her busy. D. When she complimented Lee for cleaning the glass cases correctly. E. When she cleaned the glass cases, doing the same work Lee did.

Q: According to recent research, which of the following activities has the least impact on leadership development success? A. 360-degree feedback B. Exposure to senior executives C. External coaching D. Cross-functional rotations E. Global rotations

Q: According to recent research, which of the following activities has the greatest impact on leadership development success? A. Action learning B. Exposure to senior executives C. External coaching/mentoring D. Cross-functional rotations E. Global rotations

Q: Which of the following statements compares transactional and transformational leadership best? A. Transformational leadership remains too elusive for most leaders. Transactional leadership has emerged as the only reliable model for the contemporary leader. B. Research findings are too contradictory at this point to make any assessment of the relative effectiveness of transactional or transformational leadership. C. Transactional leadership is needed first to put a good foundation in place, while transformational leadership is needed to satisfy the higher-level needs of employees. D. Results in differing situations seem to suggest that the older situational leadership model may replace both transactional and transformational leadership. E. Transformational leader behaviors work better than transactional leader behaviors by rousing employees to higher levels of performance and expectation.

Q: Steve frequently hears remarks from his subordinates like "That's the way we've always done it," or "I'm not sure. That's not my job." Which transformational leadership behavior will help Steve address this issue? A. Providing individualized support B. Providing intellectual stimulation C. Providing a role model D. Delegating major decisions E. Articulating a vision

Q: Chef John Vang is the owner of Chef Vang's. Vang gives his servers and cooks $50 each to dine at any restaurant with cuisine similar to that of Chef Vang's. Employees return with a short written and oral report on what they have learned. This illustrates the transformational leadership behavior of: A. articulating a vision. B. providing intellectual stimulation. C. providing individualized support. D. high-performance expectations. E. providing an appropriate model.

Q: Which transformational leadership behavior has been shown to be associated with increased employee citizenship behavior, increased employee job satisfaction, enhanced organizational commitment, increased employee organizational citizenship behavior, and improved performance? A. Providing individualized support B. Intellectual stimulation C. Providing a role model D. Delegating major decisions E. Articulating a vision

Q: How can a leader know if he has successfully communicated high-performance expectations? A. Subordinates are happy with comfortable goals. B. The organization recognizes and acknowledges a series of the leader's quick wins. C. The leader sets high performance expectations for his workers and communicates those expectations clearly and often. D. As a result of the leader's actions, people around him set high performance expectations. E. Peers are jealous, and seem ill at ease around him.

Q: Superordinate goals: A. are always top-down. B. provide excellent backup plans and fallback positions. C. are achievable only when all group members exert effort. D. require extraordinary efforts from star performers. E. are always bottom-up.

Q: According to leadership authors Jim Kouzes and Barry Posner, the key elements of transformational leadership behavior of "providing an appropriate model" are: A. search and speak. B. try and explain. C. idolize and realize. D. say and do. E. demand and command.

Q: According to a study by Professor Phil Podsakoff and his colleagues at Indiana University, positive correlations exist between transformational leadership behaviors and: A. performance, quality, and attendance. B. ambition, trust, and communication. C. satisfaction, turnover, and integrity. D. trust, satisfaction, and performance. E. satisfaction, workgroup cohesion, and attendance.

Q: In a study, Professor Phil Podsakoff and his colleagues at Indiana University found that the strongest positive correlation existed between transformational leader behaviors and: A. satisfaction. B. trust. C. performance. D. honesty. E. quality.

Q: (p. 322) Which of the following transformational leader behaviors challenges followers to reexamine assumptions about their work and rethink how it can be performed? A. Communicating high-performance expectations B. Articulating a vision C. Providing intellectual stimulation D. Providing an appropriate model E. Fostering the acceptance of group goals

Q: Robert supervised five construction workers on a renovation project. He returned from a break to find two of them swinging a third worker out of the 85th floor window area on a pulley and rope. Robert yelled, "Get back to work!" Evaluate Robert's transactional leadership behavior. A. There are no leadership behaviors in this example. B. Robert did a good job of supplying contingent rewards when he did not fire the workers for the rope swinging. C. Robert did a poor job of supplying contingent rewards when he did not let the workers continue with their fun. D. Robert did a good job of providing management-by-exception when he simply told the workers to get back to work. E. Robert did a poor job of providing management-by-exception when his reaction failed to convey the inherent danger in the situation.

Q: Management-by-exception contributes to effective transactional leadership by: A. reinforcing a sense of fairness among employees. B. rewarding good behaviors in public ways. C. balancing goals and ambitions. D. adjusting the difference between individual and organizational goals. E. encouraging work activities that go beyond what is expected.

Q: With regard to contingent reward behavior in action, the way Shamu (the world's most famous killer whale) and fellow killer whales are actually trained to jump over a rope is most like: A. providing videos of extreme ski stunts for students on a beginner slope. B. sounding a loud buzzer whenever a bank teller makes a mistake. C. rewarding the girl scout who sells the most cookies with a trip to Disneyland. D. raising both sales goals and associated commissions for a salesgirl. E. grading final exams on a curve.

Q: _____ is an important way to build leader-member exchange (LMX). A. Coaching B. Contingent reward behavior C. Punishment D. Management-by-exception E. Negative reinforcement