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Test Item File
Leadership in Organizations
8th Edition
Gary Yukl
State University of Albany at New York
Description of the Test Bank
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download full file at http://testbankcafe.com
This test bank includes 16 multiple-choice items for each chapter. Many of the items
were selected from the test bank used with the prior edition of the book, but some are new and
some are revisions of earlier items. Items on the same topic are grouped together to make it
easier to create parallel subtests. The 256 items measure specific knowledge about the
concepts, theories, research findings, and action guidelines in this edition of the book. Most
items deal with major concepts and issues rather than with trivial or obscure points. However,
the items are not intended to measure ability to evaluate, synthesize, or integrate the material.
To assess this type of knowledge, it is necessary to supplement the objective exams with other
measures. Some examples include essay exams, case analyses, or papers relating theories to
articles or books about important leaders. The review questions at the end of each chapter
provide one source of essay questions, and they also provide guidance to students in studying
for multiple choice exams.
The test bank is designed to have content validity (representative sampling of key points
in the chapters). I tried to avoid common weaknesses in multiple choice items, such as
answers that are obvious without reading the book, items that point out the answer to
subsequent items, biased distribution of the correct responses, and use of confusing formats
such as “all of the above” or “none of the above.”
Instructions and Exam Security
When giving instructions for a test drawn from this set of items, remind students to read
each item carefully and examine each response choice before selecting the best one. Careless
reading is a common source of error in this type of exam. Remind students to notice when an
item is worded negatively (e.g., "Which of the following is not correct?" or “which is least
likely?”). Because many of the items are complex, it is important to allow students enough
time to read them carefully. Allow at least one minute per item.
The validity of the tests for measuring student knowledge depends on the responsibility
of the faculty who use them, and it is essential to limit access of students to the test bank. The
following practices greatly reduce the chance that exam security will be compromised.
• Keep the test bank and copies of exams it in a secure location, such as in a locked
cabinet or a computer file that cannot be opened without a password.
• Pass out exams individually to each student, ask each student to sign the exam upon
receiving it, and tell students they will be held accountable for returning it with their
answer sheet. Try to prevent students from photographing the exam with a cell phone
camera.
• If you review the exam in class or with students in your office, do not allow anyone to
take the exam, photograph it, or make notes on it.
• Vary the content of exams each semester to discourage students from building a test file.
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download full file at http://testbankcafe.com
Contents
Chapter 1 The Nature of Leadership
Chapter 2 The Nature of Managerial Work
Chapter 3 Perspectives on Effective Leadership Behavior
Chapter 4 Leading Change in Organizations
Chapter 5 Participative Leadership and Empowerment
Chapter 6 Managerial Traits and Skills
Chapter 7 Contingency Theories of Effective Leadership
Chapter 8 Power and Influence
Chapter 9 Dyadic and Follower-Based Models of Learning
Chapter 10 Leadership in Teams and Decision Groups
Chapter 11 Strategic Leadership by Top Executives
Chapter 12 Charismatic and Transformational Leadership
Chapter 13 Ethical, Servant, Spiritual, and Authentic Leadership
Chapter 14 Gender, Diversity, and Cross-Cultural Leadership
Chapter 15 Developing Leadership Skills
Chapter 16 Overview and Integration
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Chapter 1: The Nature of Leadership
1. What is the best explanation for so many different definitions of leadership?
a. scholarly nitpicking about trivial issues
b. disagreement about what should be included in the definition
c. little opportunity for rigorous scientific analysis
d. leadership is a very old topic with centuries of definitions
Answer: b.
2. What is the most common element in definitions of leadership?
a. leadership is an authority relationship
b. leadership is the ability to make good decisions
c. leadership is an attribution made by followers
d. leadership is an influence process
Answer: d.
3. Definitions of leadership:
a. are usually derived by systematic observation of leaders
b. are only minor variations of the same general description
c. are important for designing and interpreting research
d. are pointless because there is no basis for their verification
Answer: c.
4. What process is emphasized in the definition of leadership proposed by Yukl?
a. influencing followers to have complete trust in the leader
b. motivating followers to do more than they initially expected
c. empowering each follower to become self reliant
d. facilitating collective efforts to accomplish shared objectives
Answer: d.
5. Leadership effectiveness is best assessed:
a. by evaluations from the leader’s boss
b. by subordinate evaluations of the leader
c. by a variety of subjective and objective criteria
d. by objective indicators of group performance
Answer: c.
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6. Most leadership theories emphasize:
a. leader characteristics
b. follower characteristics
c. both leader and follower characteristics
d. characteristics of the leadership situation
Answer: a.
7. What aspect of leadership has been emphasized most often in leadership theories and
research during the past half century?
a. leader traits and skills
b. leadership behavior
c. leader power and authority
d. the leadership situation
Answer: b.
8. What level of leadership processes is emphasized in most theories of effective
leadership?
a. intra-individual
b. dyadic
c. group
d. organizational
Answer: b.
9. A theory that identifies the essential behaviors for any type of leader is best classified as:
a. descriptive and universal
b. prescriptive and universal
c. descriptive and situational
d. prescriptive and situational
Answer: b.
10. A theory that emphasizes leader traits and skills as determinants of leadership behavior is
best categorized at what level?
a. individual
b. dyadic
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c. group
d. organizational
Answer: a.
11. A theory that explains the most effective pattern of leadership behavior in a specified
situation is best classified as:
a. descriptive
b. prescriptive
c. universal
d. comprehensive
Answer: b.
12. A theory that describes how changes by top management in the structure and culture of
an organization affect the behavior of employees is best described as a:
a. prescriptive theory
b. hierarchical theory
c. multi-level theory
d. complexity theory
Answer: c.
13. Most of the leadership theory and research has described:
a. direct leadership
b. ethical leadership
c. informal leadership
d. toxic leadership
Answer: a.
14. A leadership theory that describes relationships among leader traits, behavior, influence
processes, outcomes, and situational variables is best classified as:
a. descriptive
b. integrative
c. comprehensive
d. universal
Answer: b.
15. Which is the least accurate statement about the outcomes of leadership actions?
a. immediate and delayed outcomes are usually consistent with each other
b. immediate outcomes are easier to predict than end-result outcomes
c. immediate and delayed outcomes are usually interrelated in complex causal chains
d. end-result outcomes are less useful as criteria of leadership effectiveness
Answer: a.
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16. Which statement about leaders and managers is most accurate according to Yukl?
a. managers and leaders are different types of people
b. managing and leading are mutually exclusive and unrelated
c. managing is not important for effective leadership
d. leadership is important for the success of most managers
Answer: d.
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download full file at http://testbankcafe.com
Chapter 2: The Nature of Managerial Work
1. Which was not found in most descriptive research on managerial activities?
a. the content of managerial work is varied and fragmented
b. the pace of managerial work is hectic and unrelenting
c. much time is spent on reflective activities such as planning
d. many interactions involve peers or outsiders
Answer: c.
2. The descriptive research found that a network of contacts and cooperative relationships is
especially important to:
a. motivate subordinates
b. implement change
c. improve time management
d. identify quality problems in the work
Answer: b.
3. Which was not found by most descriptive research on decision processes in
organizations?
a. most major decisions are made in an orderly, rational manner
b. decision processes are prolonged for important decisions
c. decision processes are often affected by organizational politics
d. major decisions may involve a series of small, incremental choices
Answer: a.
4. Planning in organizations is usually:
a. formal and detailed
b. formal and flexible
c. informal and detailed
d. informal and flexible
Answer: d.
5. Which type of managerial role usually requires the most time and attention?
a. entrepreneur
b. spokesperson
c. disturbance handler
d. negotiator
Answer: c.
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6. Which of the following was not a recommendation for managers with regard to role
expectations?
a. understand the role expectations others have for them
b. influence the role expectations others have for them
c. disregard inconsistent role expectations others have for them
d. reconcile inconsistent role expectations others have for them
Answer: c.
7. According to Stewart, which of the following statements is not correct?
a. demands and constraints are essentially the same for most managerial jobs
b. managerial behavior is strongly influenced by demands and constraints
c. role conflicts are caused by incompatible demands from different people
d. demands and constraints depend in part on a manager’s perceptions
Answer: a.
8. In comparison to low-level managers, most top executives:
a. are more focused on solving immediate problems
b. are more autocratic in their decision making
c. have a stronger concern about efficiency
d. have a longer time perspective
Answer: d.
9. Managers in large units are most likely to:
a. use less delegation
b. use group decision making more often
c. spend more time planning and coordinating
d. provide more coaching
Answer: c.
10. In a crisis situation, effective leaders are likely to:
a. consult with subordinates
b. reduce their exposure
c. act more considerate
d. act more decisive
Answer: d.
11. The primary management function in the initial stage of the organizational life cycle is:
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a. coordinating work activities
b. obtaining resources
c. increasing member motivation
d. improving efficiency
Answer: b.
12. The descriptive research shows that effective managers are likely to:
a. carefully study each possible option before acting
b. experiment with innovative ideas and approaches
c. get authorization from the boss before taking any action
d. get all the concerned parties to agree before taking action
Answer: b.
13. To improve problem solving, it was recommended that managers should:
a. concentrate on solving the easy problems first
b. concentrate on solving the most difficult problems first
c. deal with a problem as soon as it is discovered
d. look for ways to solve related problems at the same time
Answer: d.
14. Which of the following was not mentioned as a reason for changes in managerial work?
a. human nature
b. globalization
c. cultural diversity of employees
d. communication technology
Answer: a.
15. Which of the following was not a recommendation for effective time management?
a. determine how much time is spent on different activities
b. eliminate activities that require a lot of time
c. plan daily and weekly activities
d. avoid procrastination
Answer: b.
16. Which of the following is not one of the recommended guidelines for time management
by leaders?
a. Analyze how you have been using your time
b. Determine the important objectives to be accomplished
c. Use multi-tasking to conduct important activities
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d. Plan daily and weekly activities in advance
Answer: c.
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