Deck 12: Overcoming Obstacles

Question 1

Learning about and dealing with obstacles is a very effective way to improve your leadership.

Answer 1

True

Question 2

Achievement-oriented leadership generally works well for everyone.

Answer 2

False

Question 3

Individuals get excited about their work when faced with goals that are not clearly articulated.

Answer 3

False

Question 4

People want to have a unique identity, but they also want to fit in with others.

Question 5

Confronting obstacles can mean:

A) Helping subordinates around obstacles
B) Removing the obstacles for the subordinate
C) Recognizing that the obstacles exist, but not changing the situation
D) All of the above
E) A and B only

Question 6

When individuals feel like they are not being heard they tend to participate more.

Question 7

When people do not feel involved in a group, their productivity goes down.

Question 8

Expectancy theory suggests that people will be more highly motivated when the ________ they put into a task leads to a(n) ___________ that they ____________.

A) energy, result, find important
B) time, identified goal, strived for
C) energy, special outcome, like
D) effort, expected outcome, value
E) All of the above

Question 9

When individuals' goals are unclear, they are:

A) Less likely to be successful
B) Less excited about their work
C) Less gratified about their accomplishments
D) All of the above
E) None of the above

Question 10

In expectancy theory, individuals distrust the way the system works when they achieve the result they expect.

Question 11

Subordinates must adapt their needs to the leader.

Question 12

People want to present themselves in a way that suggests to others that they know what they are doing.

Question 13

According to path-goal theory, obstacles will always be present so leaders need to:

A) Help subordinates ignore obstacles to focus on the task at hand
B) Encourage subordinates to complain or vent about obstacles to get their frustrations out
C) Help subordinates overcome these obstacles
D) All of the above
E) A and C only

Question 14

People feel a sense of threat when confronted with complex tasks.

Question 15

Subordinates want direction from a calm leader.

Question 16

When obstacles arise, the leader needs to help individuals overcome them.

Question 17

It is common for individuals to be unclear or confused about their goals.

Question 18

According to the text, leaders need to define the path to the goal.

Question 19

Bad directions lead to ineffective performance.

Question 20

Path-goal leadership suggests that:

A) There is one correct path and one correct goal for every situation
B) Leaders need to choose a style that best fits the needs of individuals and the work they are doing
C) Leaders should allow subordinates to struggle with their problems and not interfere
D) All of the above
E) None of the above

Question 21

"At the beginning of my rec & ed class, you are required to walk or jog one lap around the track." This is an example of:

A) Unclear goals
B) Help others get what they expect
C) Giving social support
D) Clear goals
E) C and D only

Question 22

Low involvement requires what kind of leadership?

A) Coaching
B) Authoritarian
C) Participative
D) Directive
E) None of the above

Question 23

When a task is complex the leader needs to be:

A) Empathetic
B) Directive
C) Democratic
D) Participative
E) None of the above

Question 24

Which of the seven major obstacles have you faced at work? How did you overcome them or how did your leader help you overcome them?

Question 25

When the goal is vague, the leader needs to _____________ it.

A) change
B) clarify
C) remove
D) All of the above
E) None of the above

Question 26

Briefly discuss three general ways leaders can help followers based on path-goal leadership theory.

Question 27

People disengage from the group when they sense they are not heard because of:

A) Low motivation
B) Low involvement
C) Simple tasks
D) Clear goals
E) Unclear directions

Question 28

How would a leader's task orientation or relationship orientation affect how well he or she is able to help subordinates overcome obstacles in their work?

Question 29

Achievement-oriented leaders:

A) Challenge individuals to perform at the highest level possible
B) Seek continuous improvement
C) Show a high degree of confidence that people can reach challenging goals
D) All of the above
E) A and B only

Question 30

How could a leader use expectancy theory to motivate high school students to stay in band or orchestra when their peers are dropping out?

Question 31

In general, do you think helping followers address obstacles could be enabling or counterproductive? Why or why not?

Question 32

Participative leaders:

A) Invite others to share in the ways and means of getting things done
B) Work to establish a climate that is open to new and diverse opinions
C) Lessen their own participation to encourage subordinates to participate more
D) All of the above
E) A and B only

Question 33

If the assignment is a term paper, the effective teacher describes in detail the required components. This is an example of:

A) Low motivation
B) Unclear goals
C) Clear goals
D) Unclear directions
E) Clear directions

Question 34

In groups where everyone feels involved:

A) Individual commitment goes up
B) Group cohesiveness grows
C) There are synergistic effects
D) All of the above
E) A and B only

Question 35

What signs do followers give off when they are confronting obstacles at work? Discuss signs for three of the obstacles mentioned in Chapter 10.

Question 36

In expectancy theory, finding the value in work can include:

A) Monetary rewards
B) Positive personal feedback
C) Special achievement awards
D) All of the above
E) B and C only

Question 37

How can unclear goals be an obstacle for employees? Give some examples of clear goals.

Question 38

How can a leader make people excited about work? The preceding question is related to:

A) Unclear directions
B) Simple tasks
C) Low motivation
D) Unclear goals
E) A and B only