TEST BANK
Introduction
The Test Bank offers over 1,100 true/false, multiple-choice, and short answer questions from which to
choose. In addition, the authors also provide clearly distinct questions to test each of the three components
of the text—theory, application, and skill development.
Half of each chapter of the Test Bank contains questions specifically designed to implement the three-
prong approach of the text. Questions are included that cover Learning Outcomes, Review and Discussion
Questions, “Applying the Concept” boxes, “Work Application” boxes, and Skill-Development Exercises.
The second half of each chapter of the Test Bank contains true/false, multiple-choice, and short-answer
questions to test basic information from the chapter. Following each question is the correct answer, and the
corresponding learning outcome is given for each true/false and multiple-choice question. This allows the
instructor to choose questions based on the learning outcomes he or she is targeting.
Following are examples of each of the specialized question sets with a key to the solution used in each
instance. All examples are taken from Chapter 3 in the text.
Learning Outcomes (LO)
Explanation. These questions assess student understanding of leadership theory. The learning outcomes and
answers are taken word-for-word from the textbook.
Example question and answer:
1. List the University of Iowa leadership styles.
ANS:
The University of Iowa leadership styles are autocratic and democratic.
REF: Conceptual OBJ: TYPE: LO 1
Solution explanation: ANS:=Answer. REF:=component of text being tested (theory, application, skill
development). TYPE:=type of question. LO=learning outcome. 1=question number of learning outcome.
Each learning outcome is used only once. The correct answer is also at the end of the chapter in the
summary and glossary.
,Review and Discussion Questions (RDQ)
Explanation. These questions assess student understanding of leadership theory. The review and discussion
questions are taken word-for-word from the textbook. The answers are also in the Instructor’s Manual.
Example question and answer:
1. How is leadership behavior based on traits?
ANS:
Our personality traits predisposition us to behave in certain ways. For example, a leader with a high
surgency dimension (high need for power) would tend to behave in ways to influence followers.
REF: Conceptual OBJ: TYPE: RDQ 1
Solution explanation: TYPE:=type of question. RDQ=review and discussion questions. 1= question
number. Each Review and Discussion Question is used only once. The answer is also in the Instructor’s
Manual.
, Applying the Concept (AC)
Explanation: These questions assess student ability to apply the leadership theory to a given situation. AC
questions are similar but not identical to the AC boxes in the textbook.
Example question and answer:
1. The manager is showing an employee how to perform an audit check in inventory. The manager is
using which leadership style?
a. job-centered
b. employee-centered
ANS:
A
REF: Application OBJ: TYPE: AC 1
Solution explanation: A=letter of correct answer. TYPE:=type of question. AC=Applying the Concept. 1 is
the number of the boxed AC series of questions that the question is based on. (Note that there are usually 3-
5 boxes per chapter. Thus, each AC box number [1, 2, etc.] is used for multiple questions.)
Work Applications (WA)
Explanation. These questions assess student ability to apply the leadership theory to their own work
experience. The work application questions are taken word-for-word from the textbook. However, students
will have different answers (there is no one right answer), so no actual answers are given.
Example question and answer:
1. Recall a present or past manager. Which of the University of Iowa leadership styles does or did your
manager use most often? Describe the behavior of your manager.
ANS:
Students’ answers will vary.
REF: Application OBJ: TYPE: WA 1
Solution explanation: TYPE:=type of question. WA=work application. 1=number of WA box taken from
chapter. Each WA is used only once.
Skill-Development Exercises (SD)
, Explanation. These questions assess student skill at using the leadership theory. Most chapters, not all, have
skill-development questions to assess skill development. The questions are based on the skill-development
exercises, but are not identical. The questions and answers also appear in the Instructor’s Manual.
Example question and answer:
1. Write the four steps of the model for writing objectives and below it write a job-related objective that
meets the criteria for setting objectives.
ANS:
(1) To + (2) action verb + (3) single, specific, measurable result + (4) target date
Written objectives will vary
REF: Skills OBJ: TYPE: SD 1
Solution explanation: TYPE:=type of question. SD=skill development. 1=number of skill-development
exercise in textbook. There can be multiple questions from the same exercise—thus, the same number may
be used multiple times. When possible, a correct answer will be typed below the ANS: line., However,
sometimes there is no one correct answer.
Introduction
The Test Bank offers over 1,100 true/false, multiple-choice, and short answer questions from which to
choose. In addition, the authors also provide clearly distinct questions to test each of the three components
of the text—theory, application, and skill development.
Half of each chapter of the Test Bank contains questions specifically designed to implement the three-
prong approach of the text. Questions are included that cover Learning Outcomes, Review and Discussion
Questions, “Applying the Concept” boxes, “Work Application” boxes, and Skill-Development Exercises.
The second half of each chapter of the Test Bank contains true/false, multiple-choice, and short-answer
questions to test basic information from the chapter. Following each question is the correct answer, and the
corresponding learning outcome is given for each true/false and multiple-choice question. This allows the
instructor to choose questions based on the learning outcomes he or she is targeting.
Following are examples of each of the specialized question sets with a key to the solution used in each
instance. All examples are taken from Chapter 3 in the text.
Learning Outcomes (LO)
Explanation. These questions assess student understanding of leadership theory. The learning outcomes and
answers are taken word-for-word from the textbook.
Example question and answer:
1. List the University of Iowa leadership styles.
ANS:
The University of Iowa leadership styles are autocratic and democratic.
REF: Conceptual OBJ: TYPE: LO 1
Solution explanation: ANS:=Answer. REF:=component of text being tested (theory, application, skill
development). TYPE:=type of question. LO=learning outcome. 1=question number of learning outcome.
Each learning outcome is used only once. The correct answer is also at the end of the chapter in the
summary and glossary.
,Review and Discussion Questions (RDQ)
Explanation. These questions assess student understanding of leadership theory. The review and discussion
questions are taken word-for-word from the textbook. The answers are also in the Instructor’s Manual.
Example question and answer:
1. How is leadership behavior based on traits?
ANS:
Our personality traits predisposition us to behave in certain ways. For example, a leader with a high
surgency dimension (high need for power) would tend to behave in ways to influence followers.
REF: Conceptual OBJ: TYPE: RDQ 1
Solution explanation: TYPE:=type of question. RDQ=review and discussion questions. 1= question
number. Each Review and Discussion Question is used only once. The answer is also in the Instructor’s
Manual.
, Applying the Concept (AC)
Explanation: These questions assess student ability to apply the leadership theory to a given situation. AC
questions are similar but not identical to the AC boxes in the textbook.
Example question and answer:
1. The manager is showing an employee how to perform an audit check in inventory. The manager is
using which leadership style?
a. job-centered
b. employee-centered
ANS:
A
REF: Application OBJ: TYPE: AC 1
Solution explanation: A=letter of correct answer. TYPE:=type of question. AC=Applying the Concept. 1 is
the number of the boxed AC series of questions that the question is based on. (Note that there are usually 3-
5 boxes per chapter. Thus, each AC box number [1, 2, etc.] is used for multiple questions.)
Work Applications (WA)
Explanation. These questions assess student ability to apply the leadership theory to their own work
experience. The work application questions are taken word-for-word from the textbook. However, students
will have different answers (there is no one right answer), so no actual answers are given.
Example question and answer:
1. Recall a present or past manager. Which of the University of Iowa leadership styles does or did your
manager use most often? Describe the behavior of your manager.
ANS:
Students’ answers will vary.
REF: Application OBJ: TYPE: WA 1
Solution explanation: TYPE:=type of question. WA=work application. 1=number of WA box taken from
chapter. Each WA is used only once.
Skill-Development Exercises (SD)
, Explanation. These questions assess student skill at using the leadership theory. Most chapters, not all, have
skill-development questions to assess skill development. The questions are based on the skill-development
exercises, but are not identical. The questions and answers also appear in the Instructor’s Manual.
Example question and answer:
1. Write the four steps of the model for writing objectives and below it write a job-related objective that
meets the criteria for setting objectives.
ANS:
(1) To + (2) action verb + (3) single, specific, measurable result + (4) target date
Written objectives will vary
REF: Skills OBJ: TYPE: SD 1
Solution explanation: TYPE:=type of question. SD=skill development. 1=number of skill-development
exercise in textbook. There can be multiple questions from the same exercise—thus, the same number may
be used multiple times. When possible, a correct answer will be typed below the ANS: line., However,
sometimes there is no one correct answer.
