The Art and Science of Leadership 6e Afsaneh Nahavandi test bank

the art and science of leadership 6th edition test bank

For undergraduate and graduate courses in leadership.
ISBN-10: 013254458X ISBN-13: 9780132544580
2012 Prentice Hall Paper, 416 pp
Published 01/04/2011
Table of Contents

PART I: BUILDING BLOCKS

Chapter 1. Definition and Significance of Leadership
Chapter 2. The Global and Cultural Contexts
Chapter 3. Early Theories: The Foundations of Modern Leadership
Chapter 4. Individual Differences and Traits
Chapter 5. Power
PART II: CONTEMPORARY CONCEPTS
Chapter 6. New Models of Leadership: Neo-Charisma, Inspiration and the Relationship with Followers
Chapter 7. Other Leadership Perspectives: Upper Echelon and Leadership of Nonprofits
PART III: LEADING
Chapter 8. Participative Management and Leading Teams
Chapter 9. Leading Change
Chapter 10. Developing Leaders

Features
For graduate and undergraduate courses in leadership.
Nahavandi's text has an application emphasis with a cross cultural perspective on leadership.
Application Focus

Along with strong theoretical coverage and introduction of cutting-edge research, this book continues to
be application focused and encourages students to apply the theory to their own development and into
their current organizations.
Cross-Cultural Focus
One of the goals for this text is to include cross-cultural, racial, and gender-based analyses of leadership
as a major part of the discourse about leadership effectiveness. The changing demographics within the
United States and the globalization of the world economy make such analysis essential.
Looking at Changing Organizations
The text focuses on the future by addressing the dramatic changes that organizations are undergoing.
Some of the changes include:
Throughout the chapters, the authors establish the link between old and new trends in leadership,
particularly the focus on teams and non hierarchical organizations.
Self-Assessments and exercises
This text includes many end-of-chapter exercises and self-assessments with several additions and
revisions to maintain its currency.

Three chapters unique to this book consider what can be learned from leadership in atypical work
contexts (e.g., the political arena, schools, sports), explain the methods that researchers use to develop
new knowledge on leadership, and challenge the traditional view of passive followership, offering in its
place the view that leadership works best when followers are active participants in the leadership
process. The book ends with a consideration of the social, political, and organizational implications of an
evidenced-based knowledge of leadership, as well as what it means for everyday leadership
behaviors.The science of leadership: Lessons from research for organizational leaders takes an
evidenced-based approach, relying primarily on knowledge generated from psychological research on
organizational leadership conducted around the world, with some personal reflections from two
decades of involvement in leadership research and leadership development with executives.

There is certainly no shortage of theories that set out to explain organizational leadership. Trait theories,
behavioral theories, situational theories and cognitive theories dominated research prior to 1980. The
focus of research changed around that time, with attention given primarily to transformational
leadership, charismatic leadership, inspirational leadership, leader-member exchange (LMX), authentic
leadership, servant leadership and ethical leadership. Collectively, these theories are referred to as
"new-genre" leadership theories, and emphasize the inspirational, relational, and ethical nature of
organizational leadership. Bernie Bass' transformational leadership theory stands out, attracting more

research attention than all other leadership theories since the mid-1990's. The chapter ends with a
discussion of how the ideas and values inherent in these seemingly different theories can be translated
readily into everyday leadership behaviors.

Do leaders matter to their organizations? DO CEO's matter the most? What type of leadership is most
effective? This chapter sets out to answer thesecomplex questions from the large body of research
which allows for data rather than dogma-driven answers. Most of this research has focused on
transformational leadership behaviors, high quality leadership at all levels of the organization is
associated with employee attitudes (e.g., organizational commitment), well-being and safety, and
company performance (e.g., sales performance, financial performance) and environmental
sustainability. Positive aspects of CEO leadership (e.g., transformational leadership, charisma) are
associated with higher levels of financial performance, while negative aspects (e.g., CEO narcissism) are
negatively associated with important organizational outcomes. The chapter ends with a discussion about
the untimely death of CEOs, which demonstrates the complex effects of leaders on their organizations.

Even the best leadership does not simply have immediate, direct effects on individual, team and
organizational outcomes. Instead, high quality leadership works by first changing how individuals feel
about themselves (e.g., self-efficacy, mood), their work (e.g., meaningfulness at work, team cohesion,
organizational commitment), and their relationships with their leaders(e.g., trust in the leader,
identification with the leader). In turn, these feeling about oneself, one's work, and the relationship with
one's leader influence individual, team and organizational outcomes. Leadership also works better in
some contexts than others, for example in periods of environmental uncertainty.Thus, leadership effects
are invariably indirect, and delayed.

This chapter examines research in mainstream journals since 2000 to show what and who is most likely
to be studied by researchers, and what methods are used in this research. Transformational leadership
remains the most extensively researched leadership theory. Most research includes both males and
females, targets middlerather than top management, and is conducted within the USA in private sector
organizations, with virtually no research in the BRICS countries (Brazil, Russia, India, China, South Africa).
Leadership researchers use a wide range of social science methodologies, most typically surveys and
cross-sectional data. Researchers also use field research, laboratory experiments, archival data,
qualitative research, and meta-analyses. The chapter closes with a discussion of measurement issues in
studying leadership, and an invitation to the reader to access an online site and complete several
leadership questionnaires.

Some of the most interesting and provocative recent research findings have shown that genetic factors
are also implicated in the question of who emerges as a leader, and on leadership behaviors. While most
of this research focuses on high quality leadership, the role of family influences in the development of
destructive leadership has also been identified.

Closely related to the question of whether leadership is "born or made" is whether leadership can be
taught. A large body of research, based mainly on laboratory studies and field research, allow for
evidenced-based conclusions. In general, research suggests that leadership interventions are effective,
and cost-effective. Follow-up studies show that gains in leadership behaviors are maintained six months
after interventions end. Ideas to strengthen leadership interventions that emanate from research on the
process and outcomes of psychotherapy, including relapse training and booster sessions, are suggested.

Labor unions involve leadership when follower behaviors are voluntary, and military leadership takes
place in extreme contexts. Leadership in the academic context shows that high quality leadership affects
school teachers and their students. Extensive individual and team performance data in the sports
context allow a rigorous examination of the effects of leadership.

The effects of gender of leader emergence (or role occupancy), leader behavior (especially
transformational leadership) and leader effectiveness have been extensively studied. Women are still
less likely than equally-skilled men to find themselves in leadership positions, especially positions higher
up in the organization, and on governance boards. When women do find themselves in positions of
leadership, evidence supports the existence of the "glass cliff", whereby they are more likely to be
promoted to precarious positions than males. Any bias against women leaders is subtle and still persists,
and is also more likely in traditional male-oriented roles or organizations. Meta analyses show that
women score higher than men on transformational leadership. Suggested interventions aimed at
overcoming biases against female leaders, including minimizing stereotype threat, diversity training,
family-friendly initiatives, mentorship programs, and legislation, are discussed.

Destructive leadership can be manifest through active (abusive supervision, interactional unfairness),
passive (laissez faire) and unethical (moral disengagement, pseudo-transformational leadership)
behaviors. In addition, at very high levels, some aspects of positive leadership, such as assertiveness, can
be harmful. Like high quality leadership, destructive leadership exerts its negative effects by initially
changing the way in which followers think about themselves, their jobs and their relationship with their
leaders. In turn, negative organizational (e.g., employee theft, absenteeism, turnover, performance) and
health consequences for employees (e.g., physical and psychological illness, alcohol consumption) can
result. Recent research has also highlighted a trickle-down or "kick the dog" phenomenon, whereby

supervisors who are mistreated (whether by their supervisors or during their own childrearing) might
subsequently mistreat their own employees or family members.

Leadership is invariably studied in isolation from followership, precluding a full understanding of

leadership, and limiting the potential effectiveness of leadership. Leaders usuallyperceive followers in
general positively(e.g., active, trustworthy) or negatively (e.g., passive, untrustworthy), and these
perceptions influence leadership behaviors. Second, followers are susceptible to the "romance of
leadership" in which they overemphasize the importance of leadership, and devalue other factors in
evaluating the effectiveness of leadership.

Despite the many advances in knowledge of leadership in organizations, and sometimes because of
these advances, several issues need to be confronted in future research on leadership. Research on
leadership selection, especially executive leadership selection, is urgently needed. The chapter ends
with practical implications for everyday leadership behaviors.

Three chapters unique to this book consider what can be learned from leadership in atypical work
contexts (e.g., the political arena, schools, sports), explain the methods that researchers use to develop
new knowledge on leadership, and challenge the traditional view of passive followership, offering in its
place the view that leadership works best when followers are active participants in the leadership
process. The book ends with a consideration of the social, political, and organizational implications of an
evidenced-based knowledge of leadership, as well as what it means for everyday leadership
behaviors.The science of leadership: Lessons from research for organizational leaders takes an
evidenced-based approach, relying primarily on knowledge generated from psychological research on
organizational leadership conducted around the world, with some personal reflections from two
decades of involvement in leadership research and leadership development with executives.

The focus of research changed around that time, with attention given primarily to transformational
leadership, charismatic leadership, inspirational leadership, leader-member exchange (LMX), authentic
leadership, servant leadership and ethical leadership. Leadership is invariably studied in isolation from
followership, precluding a full understanding of leadership, and limiting the potential effectiveness of
leadership. Second, followers are susceptible to the "romance of leadership" in which they
overemphasize the importance of leadership, and devalue other factors in evaluating the effectiveness
of leadership.