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Chapter 11 Flashcards

2
Q
  1. Leadership theories centering on the leader:
A

(Trait theory).(Behavior theory) (Personal situational theory) (Interaction expectation theory)

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3
Q
  1. Leadership theories centering on Followers and situational context:
A

(Motivation hygiene theory) (Situational theory) (Contingency theory) (path-goal leadership theory)(Meta-leadership theory)

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4
Q
  1. Leadership theories centering on Leader follower interactions:
A

(Leader follower exchange theory) (Transactional and transformational theories) (Psychodynamic approach)

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5
Q
  1. The theory that seeks to identify the individual traits distinguishing leaders from followers.
A

Trait theory.

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6
Q
  1. Theory that identifies the behaviors distinguishing leaders who achieve desired results.
A

Behavior theory.

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7
Q
  1. This theory represents one of the first attempts to define leadership.
A

Trait theory.

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8
Q
  1. Trait theory: In the early 1900s, ___ study great leaders to ___ the individual traits that ___ them and enabled them to ___ others to follow them.
A

Theorists, identify, distinguished, inspire.

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9
Q
  1. Theory which identified the following as traits of a leader: popularity, self-confidence, judgment, humor, aggressiveness, desire, adaptability, assertiveness, courage, decisiveness, intelligence, initiative, persistence, and the ability to cooperate.
A

Trait theory

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10
Q
  1. Under behavior theory which leaders engage in behaviors that are likely to achieve desired results
A

Effective leaders.

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11
Q
  1. Suggest that circumstances can cause an individual to take a leadership role.
A

Behavior theorists

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12
Q
  1. Those who study the behavior approach to leadership focus on two general types of behaviors:
A

– Task behaviors.– Relationship behaviors.

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13
Q
  1. These behaviors facilitate goal accomplishment.
A

Task behaviors.

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14
Q
  1. Which behavior occurs when a command officer directs (orders) a line officer to secure (protect) a crime scene.
A

Task behavior.

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15
Q
  1. These behaviors help others develop comfortable feelings about themselves, other people, and the situation.
A

Relationship behavior

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16
Q
  1. This behavior occurs when the command officer consults with the line officer about the best way to secure the crime scene.
A

Relationship behavior.

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17
Q
  1. These type of leaders combine task and relationship behaviors to influence others to achieve an objective.
A

Effective leaders.

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18
Q
  1. Behavior theory has it’s shortcomings, specifically, researchers have not established a link between…
A

Leadership behaviors and outcomes, and have not identified a universal leadership style that could be effective in most situations.

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19
Q
  1. Behavior theory has been validated by a wide range of studies and broadens scope of leadership research beyond the…
A

Limitations of trait theory.

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20
Q
  1. The first theory to address leadership’s full complexity.
A

Personal-Situational Theory

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21
Q
  1. This theory supposes that a mix of personal characteristics interact with specific conditions in the persons environment to create successful leadership.
A

Personal-Situational Theory:

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22
Q
  1. Effectiveness depends on the leader’s ability to understand followers and the environment in which the followers function, and to react appropriately as followers and the situation change.
A

Personal-Situational Theory

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23
Q
  1. Proposes that leadership is the act of initiating structure, (for accomplishing a task or an approach to resolving problems), that group members support.
A

Interaction-Expectation Theory

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24
Q
  1. Members support structure that helps solve problems, conforms to group norms, believe success will result if they follow the leader.
A

Interaction-Expectation Theory

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25
Q
  1. Theory proposing which factors increase satisfaction and dissatisfaction among employees.
A

Motivation-Hygiene Theory

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26
Q
  1. Theory developed by Frederick Herzberg in the 1950s.
A

Motivation-Hygiene Theory

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27
Q
  1. Motivation-Hygiene Theory, Frederick Herzberg conducted studies to determine…
A

which factors in an employees work environment caused satisfaction or dissatisfaction.

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28
Q
  1. Motivation-Hygiene Theory: Herzberg referred to Dissatisfiers (including supervision, working conditions, and salary) as…
A

Hygiene factors.

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29
Q
  1. Motivation-Hygiene Theory: According to Hertzberg, thee factors act Independently of each other.
A

job satisfaction, presumably motivation, and job dissatisfaction

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30
Q
  1. Motivation-Hygiene Theory: Satisfiers such as achievement recognition and advancement are referred to as…
A

Motivators

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31
Q
  1. The theory proposing that different situations demand different styles of leadership.
A

Situational theory.

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32
Q
  1. The theory that attempts to match leaders to specific types of situations.
A

Contingency theory.

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33
Q
  1. The theory suggesting that a leaders role is to enhance followers’ performance by motivating them and by rewarding achievement of goals.
A

Path-goal theory.

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34
Q
  1. Over arching leadership framework designed to link organizational units or organizations; attempts to transcend usual organizational confines.
A

Meta-leadership.

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35
Q
  1. Herzberg’s Motivation hygiene theory: Herzberg maintained that motivators provide satisfaction arising from…
A

The intrinsic conditions of the job, such as recognition and personal growth.

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36
Q
  1. Herzberg’s Motivation hygiene theory: Hygiene factors do not provide…
A

Satisfaction, although dissatisfaction results from their absence.

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37
Q
  1. Herzberg’s Motivation hygiene theory: These factors are all extrinsic to…
A

The work itself.

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38
Q
  1. Herzberg’s Motivation hygiene theory: Basically, positive hygiene factors (such as good working conditions and an attractive salary) are needed to…
A

Ensure that employees do not become dissatisfied.

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39
Q
  1. Herzberg’s Motivation hygiene theory: Today, most researchers do not view satisfaction and dissatisfaction factors as…
A

Existing separately.

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40
Q
  1. Herzberg’s Motivation hygiene theory: Further, this theory does not allow for individual differences (for example personality traits) that might…
A

Affect a person’s unique response to a motivating or a hygiene factor.

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41
Q
  1. Hersey/Blanchard’s Situational Theory: Counts as one of the most recognized…
A

Theories of leadership.

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42
Q
  1. Hersey/Blanchard’s Situational Theory: States different situations demand…
A

Different styles of leadership.

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43
Q
  1. Hersey/Blanchard’s Situational Theory: To be effective, leaders must adapt their leadership style to…
A

Specific characteristics of a situation, such as a follower’s skill level or degree of motivation.

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44
Q
  1. Hersey/Blanchard’s Situational Theory: Is practical, easily understood, and…
A

Prescriptive (it tells one what to do) rather than descriptive.

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45
Q
  1. This theory emphasizes leaders’ flexibility, and underscores the importance of adapting to followers’ unique needs.
A

Hersey/Blanchard’s Situational Theory:

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46
Q
  1. Shortcomings of this theory include, few studies have been conducted that justify the assumptions underlying the theory.
A

Hersey/Blanchard’s Situational Theory:

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47
Q
  1. This theory is similar to situational theory.
A

Contingency Theory.

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48
Q
  1. Developed in the 1960s, this theory reinforces the notion that effective leaders demonstrate styles that fit the situation.
A

Contingency Theory.

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49
Q
  1. Rather than focusing on a person’s ability to adopt a style that fits a situation, contingency theory attempts to…
A

Match leaders to specific types of situations.

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50
Q
  1. Research suggests that this theory is a valid and reliable approach to explaining effective leadership.
A

Contingency Theory.

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51
Q
  1. Moreover, this theory recognizes that leaders cannot be effective in all situations.
A

Contingency Theory.

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52
Q
  1. Its critics maintain this theory does not fully explain why certain leadership styles may be effective in some situations but not others.
A

Contingency Theory.

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53
Q

Critics point out this theory fails to support the notion that leaders can be taught adaptive skills necessary in changing situations.

A

Contingency Theory.

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54
Q
  1. This theory suggests that a leader’s role is to enhance followers performance by motivating them and by rewarding achievement of goals.
A

Path-Goal Theory.

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55
Q
  1. The path-goal approach suggests that leaders should use a style that…
A

Eliminates barriers to achievement of goals and meets followers’motivational needs.

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56
Q
  1. These leaders wish to transcend usual organizational confines and influence, motivate, and activate change above and beyond the established lines of their dominion and control.
A

Meta-Leaders.

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57
Q
  1. These leaders are driven and motivated by purposes broader than those prescribed by their former rolls.
A

Meta-leaders.

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58
Q

However, meta-leadership theorists tend to define leadership in terms of…

A

A recognized standard of authority a person holds in a formal role, rather than in informal as well as formal.

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59
Q

This theory emerged in the 70s, departs from theories that focused on leaders or on context.

A

Leader-Follower Exchange Theory.

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60
Q
  1. These theories focus on leaders.
A

-Trait Theory.-Styles Approaches.

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61
Q
  1. These leadership theories focus on context.
A

Situational or contingency approaches.

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62
Q
  1. This theory examines the relationships between leaders and followers.
A

Leader-Follower Exchange Theory.

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63
Q
  1. Leader-Follower Exchange Theory: Researchers discovered the following two types of relationships:
A

– In-group relationships.– Out-group relationships.

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64
Q
  1. Leader-Follower Exchange Theory: These relationships arise from expanded and negotiated role responsibilities.
A

In group relationships.

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65
Q

Leader-Follower Exchange Theory: Followers whose performance goes beyond the expected and who expand the roles with the leader become members of this group.

A

In-group.

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66
Q
  1. These relationships result from defined roles such as those found in employment contracts.
A

Out-group relationships.

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67
Q
  1. Followers who achieve only what is expected are members of…
A

The out-group.

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68
Q
  1. Later research into Leader-Follower Exchange Theory suggested that the quality of the exchange between leaders and followers is related to…
A

Positive outcomes for leaders, followers, groups, and organizations.

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69
Q
  1. According to Burns most leadership models propose a…
A

Transactional Theory (or process) in which leaders and followers make exchanges.

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70
Q

268.High quality leader-follower relationships reduce follower attrition and result in more positive:

A

– Performance evaluations.– Greater commitment to goal achievement.– Better attitudes.– More attention and support from the leader.

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71
Q
  1. This theory proposes a process through which leaders engage others and create a connection that enhances motivation and morality in themselves as well as followers.
A

Transformational Theory.

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72
Q
  1. With this kind of leadership, both leaders and followers raise each other to higher levels of consciousness and satisfaction.
A

Transactional Theory leadership.

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73
Q
  1. These leaders possess strong internal values and motivate others to put aside self-interest.
A

Transactional Theory

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74
Q
  1. This leadership theory’s weaknesses are that it makes vague references to motivation, vision, trust, and nurturing.
A

Transformational Leadership Theory.

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75
Q
  1. This theory tends to treat leadership as a personality trait rather than as a behavior that individuals can learn.
A

Transformational Leadership Theory.

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76
Q
  1. In practice, this type of leadership can also lead to abuse, if leaders change followers values in a destructive way.
A

Transformational Leadership

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77
Q
  1. When this type of leader influences followers to adopt inappropriate values, followers may be steered in the wrong direction.
A

Transformational Leaders.

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78
Q

269.An approach suggesting that leaders are more effective if hey have insight into the psychological makeup of themselves and their followers.

A

Psychodynamic Approach.

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79
Q

270.This approach can trace it’s origin to the work of Sigmund Freud in his development of psychoanalysis in the 1930s.

A

Psychodynamic Approach.

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80
Q
  1. It represents an approach to leadership rather than a coherent theory, because it adapts ideas from several behavioral theorists, scholars, and practitioners.
A

Psychodynamic Approach.

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81
Q
  1. According to this approach, leaders are more effective if they have insight into the psychological makeup of themselves and their followers.
A

Psychodynamic Approach.

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82
Q
  1. This approach makes none of the assumptions that underlie trait, behavioral, and situational leadership theories.
A

Psychodynamic Approach.

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83
Q
  1. This approach does not assume that a particular personality type is best suited for leadership, nor match leadership styles to followers or particular situations.
A

Psychodynamic Approach.

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84
Q
  1. The Psychodynamic Approach emphasizes the importance of leaders’ and followers’ awareness of their own personality characteristics, and of their…
A

Understanding of why and how they respond to each other as they do.

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85
Q
  1. According to Psychodynamic Approach, these leaders work to gain insights into their own tendencies and needs and help followers do the same.
A

Effective leaders.

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86
Q
  1. Critics of this approach are uncomfortable with the subjective nature of insight development.
A

Psychodynamic Approach.

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87
Q
  1. Critics point out research on this approach relies primarily on clinical observations of psychologists and psychiatrists, whose opinions may be biased in favor of the approach because it focuses on individuals.
A

Psychodynamic Approach.

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88
Q
  1. This approach does not account for organizational variables that might influence leaders’ and followers’ behavior.
A

Psychodynamic Approach.

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89
Q
  1. This ability can be measured objectively.
A

Leadership Skill.

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90
Q
  1. Someone others wish to follow, rather than someone who simply issues commands or coerces others into action.
A

A leader.

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91
Q
  1. Unknown Chinese philosopher statement on leadership.
A

When the best leader’s work is done, the people will say, “We did it ourselves”.

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92
Q
  1. Anyone in police agency can be this regardless of rank, position, or title.
A

A leader.

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93
Q
  1. Leadership requires mastery of specific skills, rather than…
A

Possession of particular qualities (such as inborn personal traits).

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94
Q
  1. An ability that can be measured objectively; that is, there are clear metrics for assessing results and determining whether a person has exhibited the skill.
A

A leadership skill.

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95
Q
  1. Leadership skills can be learned and developed through…
A

Experience, training, and education.

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96
Q
  1. What type of skill is demonstrating ethical behavior?
A

Key leadership skill.

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97
Q
  1. Few police leadership development programs certified by state commissions on peace officers or colleges focus on:
A

Ethical leadership development at all ranks, including police recruits.

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98
Q
  1. We strongly suggest that ethical leadership training and development are essential for all…
A

Police officers regardless of rank.

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99
Q
  1. While anyone can become a leader, most studies on leadership skills focus on…
A

Supervisory level leadership.

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100
Q
  1. Ortmeir (1996) is believed to be the first study to address…
A

Leadership skills required of front-line officers.

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101
Q
  1. The actual study by Ortmeir occurred in 1995, And focused on leadership skills essential for police officers in an environment that emphasizes…
A

Community participation, engagement, and problem-solving, All of which are important ingredients for effective policing.

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102
Q
  1. Ortmeier defined leadership as the…
A

Ability to influence or mobilize individual citizens, groups, businesses, and agencies to collaborate and participate In activities to discover solutions to community problems.

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103
Q
  1. This require skills beyond those traditionally taught in police academies and college classrooms.
A

Modern policing.

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104
Q
  1. Ortmeier grouped the skills his study identified into five major categories.
A

– Communications and related interpersonal skills.– Motivation.– Problem-solving.– Planning and organizing.– Actuation and implementation.

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105
Q
  1. 5 skill categories (essential for community policing): Communicating verbally and in writing, listening, and counseling.
A

Communications and related interpersonal skills category.

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106
Q
  1. Processing knowledge of different ethnic and racial cultures and demonstrating empathy.
A

Communications and related interpersonal skills category.

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107
Q

Facilitating interaction, maintaining group cohesiveness and member satisfaction, and speaking in public.

A

Communications and related interpersonal skills category

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108
Q
  1. Encouraging creativity and innovation, catalyzing proactive behavior in others.
A

Motivation skills category.

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109
Q
  1. Building teams and cooperative relationships, demonstrating persistence and consistency, and showing enthusiasm.
A

Motivation skills category.

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110
Q
  1. Committing to assignments, recognizing and encouraging other possible leaders, and demonstrating intellectual curiosity.
A

Motivation skills category.

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111
Q
  1. Analyzing situations, identifying and evaluating constituents needs, identifying and analyzing problems.
A

Problem-solving skills category.

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112
Q
  1. Adapting strategies to situations, mediating and negotiating, and enabling others to attain goals.
A

Problem-solving skills category.

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113
Q
  1. Prescribing prioritized actions to solve a problem.
A

Problem solving skills category.

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114
Q
  1. Promoting needed change, creating and maintaining a vision, defining objectives and maintaining progress toward them.
A

Planning and organizing skills category.

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115
Q

Prioritizing and assigning tasks, organizing resources.

A

Planning and organizing skills category.

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116
Q
  1. Creating and maintaining an environment that encourages open communication.
A

Planning and organizing skills category.

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117
Q
  1. Providing for and maintaining group processes, and delegating.
A

Planning and organizing skills category.

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118
Q
  1. Translating a Vision into action, completing multiple projects on schedule, and evaluating individual and group goals.
A

Actuation and implementation skills category.

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119
Q
  1. Evaluating individual and group goals, representing others’ interests and concerns.
A

Actuation and implementation skills category.

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120
Q
  1. Understanding and articulating the police agencies impact, learning from mistakes.
A

Actuation and implementation skills category.

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121
Q

274 Ortmeir study: All police officers must listen, understand the issue from residents perspective, and…

A

reassure residents that action will be taken.

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122
Q
  1. By acknowledging the presence of a concern or problem, officers forge a connection with community members. And once citizens realize…
A

Police want to join with them, change can occur.

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123
Q
  1. These leaders interact daily with other officers, with administrative personnel, and with elected or appointed officials.
A

Effective police officer leaders.

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124
Q
  1. These leaders regularly encounter people in the community who are perceived as unofficial leaders and ask for their opinions regarding the agency’s performance.
A

Effective police officer leaders.

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125
Q
  1. Effective police officer leaders regularly encounter people in the community who are perceived as this kind of leader.
A

Unofficial leaders.

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126
Q
  1. Effective police officer leaders asked for “their” opinions regarding the agency’s performance.
A

Unofficial leaders.

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127
Q
  1. These leaders encourage fellow officers to follow up with concerned community members.
A

Effective police officer leaders.

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128
Q
  1. These leaders take a participatory rather than an authoritative approach to establishing and managing interpersonal relationships.
A

The best police leaders.

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129
Q
  1. These leaders are empathetic and excel at persuasion and negotiation. All of these abilities hinge on a talent for communication.
A

The best police leaders.

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130
Q
  1. Like communication, motivation is a critical skill category for all officers seeking to…
A

Strengthen their leadership skills.

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131
Q
  1. What motivates one person to work toward a goal may not motivate another because motivation is a…
A

Subjective Phenomenon.

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132
Q
  1. To lead, police officers must understand what…
A

Motivates others – their subordinates, their superiors, politicians, and community members.

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133
Q
  1. Clean police officers must avoid trying to motivate through…
A

Fear and control.

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134
Q
  1. These leaders embrace the notion that people are motivated by different needs, whether for social connection, achievement, monetary reward, or other value to them.
A

Great leaders.

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135
Q
  1. To learn how to identify what most motivates another person, these leaders must become students of human nature.
A

Aspiring leaders.

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136
Q
  1. Although leadership and supervision (also called management) are interrelated, they…
A

Represent very different ways of operating.

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137
Q
  1. A leader may also be…
A

A supervisor.

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138
Q
  1. Not every supervisor is…
A

A leader.

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139
Q
  1. Leadership is thus broader than…
A

Supervision.

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140
Q
  1. Leadership occurs anytime a person…
A

Motivates another person or a group to produce change.

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141
Q
  1. Supervision occurs when someone…
A

Directs another toward organizational goals.

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142
Q
  1. Leadership is about…
A

Creating a better future.

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143
Q
  1. Supervision is about…
A

Maintaining order and consistency.

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144
Q
  1. He innovates.
A

A leader

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145
Q

He is an original.

A

A leader.

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146
Q
  1. He develops.
A

A leader.

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147
Q
  1. He focuses on people.
A

A leader.

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148
Q
  1. He inspires trust.
A

A leader.

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149
Q

He takes a long range view.

A

A leader.

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150
Q
  1. He asks what and why.
A

A leader.

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151
Q
  1. He keeps an eye on the horizon.
A

A leader.

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152
Q
  1. He challenges the status quo.
A

A leader.

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153
Q
  1. He is unique.
A

A leader.

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154
Q
  1. He does the right thing.
A

A leader.

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155
Q
  1. He administers.
A

A manager.

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156
Q
  1. He is a copy.
A

A manager.

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157
Q
  1. He maintains.
A

A manager.

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158
Q
  1. He focuses on systems and structures.
A

A manager.

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159
Q
  1. He relies on control.
A

A manager.

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160
Q
  1. He takes a short range view.
A

A manager.

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161
Q
  1. He asks how and when.
A

A manager.

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162
Q
  1. He keeps an eye on the bottom line.
A

A manager.

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163
Q
  1. He accepts the status quo.
A

A manager.

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164
Q
  1. He is the classic good soldier.
A

A manager.

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165
Q
  1. He does things right.
A

A manager.

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166
Q
  1. These police personnel are both leaders and supervisors, exhibiting leadership skills and also demonstrating solid supervisory skills.
A

The Police Leader-Supervisor.

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167
Q
  1. Their value blend of talents includes mentoring and role modeling, crisis management, resource management, and personnel development.
A

The Police Leader-Supervisor.

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168
Q
  1. They directly oversee the individuals who report to them and may act in a supervisory capacity for anyone who needs guidance.
A

The Police Leader-Supervisor.

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169
Q
  1. They teach subordinates to complete practical tasks associated with the job.
A

The Police Leader-Supervisor.

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170
Q
  1. They give directives that others acknowledge and follow.
A

The Police Leader-Supervisor.

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171
Q
  1. They serve as mentors and role models, so that subordinates seek development opportunities from them rather than from others.
A

The Police Leader-Supervisor.

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172
Q
  1. A person who exhibits values, attitudes, and behaviors considered desirable in a particular organization.
A

Role models.

173
Q
  1. Through their everyday action on the job, they demonstrate which behaviors, values, and attitudes are positive and appropriate and which should be avoided.
A

Role models.

174
Q
  1. They constitute vital human resources in any organization.
A

Role models.

175
Q
  1. Role models demonstrate behaviors and inspire subordinates and other constituents to…
A

Grow and contribute to the organization in a meaningful way.

176
Q
  1. By acting ethically, influence other personnel to behave ethically.
A

Role models.

177
Q
  1. Role models offset the cynicism and…
A

“putting out fires” crisis management style that pervade many police organizations.

178
Q
  1. Subordinates learn inappropriate behaviors from these poor managers who merely try to get through each day, which leads directly to…
A

Inadequate protection for citizens.

179
Q
  1. One of the most powerful ways to prevent the disasters that can stem from ineffective leadership and pervasive cynicism.
A

Modeling correct behaviors.

180
Q
  1. They also deftly handle crisis.
A

The police leader-supervisor.

181
Q
  1. They may make swift decisions on the street or intervene in conflict between peers, subordinates, or citizens.
A

The police leader-supervisor.

182
Q
  1. They always consider the moral, ethical, and legal implications of any decision.
A

The police leader-supervisor.

183
Q
  1. They function as advisers to others in the agency – whether direct reports, peers, or superiors.
A

The police leader-supervisor.

184
Q
  1. They know how to summon the resources needed to complete the job.
A

The police leader-supervisor.

185
Q
  1. They develop their subordinates, including helping them acquire leadership skills themselves.
A

The best leader-supervisors.

186
Q
  1. They challenge those who report to them to learn new tasks and processes, to reach beyond their job description and find new ways for the agency to accomplish its mission.
A

The best leader-supervisors.

187
Q
  1. They take responsibility for organizing the departmental staff, allocating police vehicles to shifts, and creating career development plans for subordinates.
A

The best leader-supervisors.

188
Q
  1. They take responsibility for implementing succession plans designed position subordinates become supervisors in the future.
A

The best leader-supervisors.

189
Q
  1. Officers and police supervisors should make this valuable combination of skills a high priority, and consider it a crucial part of a police supervisors role.
A

The art and skill of leadership as it relates to supervision.

190
Q
  1. In any police agency the use of these two tools constitute a crucial aspect of leadership.
A

Authority and power.

191
Q
  1. The legitimate right bestowed by an organization on an individual to direct activities or persons.
A

Authority.

192
Q
  1. The ability of an individual to influence others; shaping organization’s direction and priorities; and influence situations, affairs, and objects.
A

Power.

193
Q
  1. It is a function of the organization.
A

Authority.

194
Q
  1. It is a capacity of the person.
A

Power.

195
Q
  1. They derive authority from the formal mandates of laws, rules, and organizational directives.
A

Leaders.

196
Q
  1. Authority alone is not sufficient to manage an organization, it must also come with…
A

Responsibility and accountability.

197
Q
  1. The obligation to do what is ethically correct.
A

Responsibility.

198
Q
  1. Being answerable or liable for one’s actions or inaction.
A

Accountability.

199
Q
  1. This can also be the formal acknowledgement of power granted by the organization to a command or supervisory officer
A

Authority.

200
Q
  1. Formal authority, even symbolized by a person’s title or rank, it’s not enough to ensure that an individual be…
A

Considered a leader.

201
Q
  1. Unofficial or informal leaders may emerge in the agency and ultimately exert more influence and power and those with a…
A

Hi rank, an executive level position, or impressive title.

202
Q
  1. Often, such unofficial leaders derive their authority from…
A

Charisma and from social norms.

203
Q
  1. These managers will leverage informal leaders, acknowledging them and enlisting their support.
A

Wise police managers.

204
Q
  1. Five sources of power:
A
  1. Rank.2. Fear.3. Rewards.4. Expertise.5. Charisma.
205
Q
  1. This power is Valuable because timely and personal recognition engenders a sense of loyalty in others and a willingness to follow.
A

Rewards-based power.

206
Q
  1. However this power is subject to abuse if the person with the power discriminates against a person or a group.
A

Rewards-based power.

207
Q
  1. These leaders may appear as saviors to an organization, especially during times of uncertainty and confusion.
A

Charismatic leaders.

208
Q
  1. These leaders use their power to inspire followers to new heights of performance on appropriate goals, are humble rather than highly charismatic, and have a strong will.
A

True leaders.

209
Q
  1. In a police agency, leaders are particularly effective when they have…
A

Sanctioned authority and power.

210
Q
  1. Officers who have unsanctioned authority and abuse power may engage and activities that…
A

Support their own personal interests at the expense of their agency’s priorities.

211
Q
  1. This officer may fail to discipline, reward, or adequately direct subordinates, Wanting to be regarded as a friend rather than a superior.
A

Sanctioned authority but limited degree of power.

212
Q
  1. What type of skill is demonstrating ethical behavior?
A

Key leadership skill.

213
Q
  1. Few police leadership development programs certified by state commissions on peace officers or colleges focus on:
A

Ethical leadership development at all ranks, including police recruits.

214
Q
  1. We strongly suggest that ethical leadership training and development are essential for all…
A

Police officers regardless of rank.

215
Q
  1. While anyone can become a leader, most studies on leadership skills focus on…
A

Supervisory level leadership.

216
Q
  1. Ortmeir (1996) is believed to be the first study to address…
A

Leadership skills required of front-line officers.

217
Q
  1. The actual study by Ortmeir occurred in 1995, And focused on leadership skills essential for police officers in an environment that emphasizes…
A

Community participation, engagement, and problem-solving, All of which are important ingredients for effective policing.

218
Q
  1. Ortmeier defined leadership as the…
A

Ability to influence or mobilize individual citizens, groups, businesses, and agencies to collaborate and participate In activities to discover solutions to community problems.

219
Q
  1. This require skills beyond those traditionally taught in police academies and college classrooms.
A

Modern policing.

220
Q
  1. Ortmeier grouped the skills his study identified into five major categories.
A

– Communications and related interpersonal skills.– Motivation.– Problem-solving.– Planning and organizing.– Actuation and implementation.

221
Q
  1. 5 skill categories (essential for community policing): Communicating verbally and in writing, listening, and counseling.
A

Communications and related interpersonal skills category.

222
Q
  1. Processing knowledge of different ethnic and racial cultures and demonstrating empathy.
A

Communications and related interpersonal skills category.

223
Q

Facilitating interaction, maintaining group cohesiveness and member satisfaction, and speaking in public.

A

Communications and related interpersonal skills category

224
Q
  1. Encouraging creativity and innovation, catalyzing proactive behavior in others.
A

Motivation skills category.

225
Q
  1. Building teams and cooperative relationships, demonstrating persistence and consistency, and showing enthusiasm.
A

Motivation skills category.

226
Q
  1. Committing to assignments, recognizing and encouraging other possible leaders, and demonstrating intellectual curiosity.
A

Motivation skills category.

227
Q
  1. Analyzing situations, identifying and evaluating constituents needs, identifying and analyzing problems.
A

Problem-solving skills category.

228
Q
  1. Adapting strategies to situations, mediating and negotiating, and enabling others to attain goals.
A

Problem-solving skills category.

229
Q
  1. Prescribing prioritized actions to solve a problem.
A

Problem solving skills category.

230
Q
  1. Promoting needed change, creating and maintaining a vision, defining objectives and maintaining progress toward them.
A

Planning and organizing skills category.

231
Q

Prioritizing and assigning tasks, organizing resources.

A

Planning and organizing skills category.

232
Q
  1. Creating and maintaining an environment that encourages open communication.
A

Planning and organizing skills category.

233
Q
  1. Providing for and maintaining group processes, and delegating.
A

Planning and organizing skills category.

234
Q
  1. Translating a Vision into action, completing multiple projects on schedule, and evaluating individual and group goals.
A

Actuation and implementation skills category.

235
Q
  1. Evaluating individual and group goals, representing others’ interests and concerns.
A

Actuation and implementation skills category.

236
Q
  1. Understanding and articulating the police agencies impact, learning from mistakes.
A

Actuation and implementation skills category.

237
Q

274 Ortmeir study: All police officers must listen, understand the issue from residents perspective, and…

A

reassure residents that action will be taken.

238
Q
  1. By acknowledging the presence of a concern or problem, officers forge a connection with community members. And once citizens realize…
A

Police want to join with them, change can occur.

239
Q
  1. These leaders interact daily with other officers, with administrative personnel, and with elected or appointed officials.
A

Effective police officer leaders.

240
Q
  1. These leaders regularly encounter people in the community who are perceived as unofficial leaders and ask for their opinions regarding the agency’s performance.
A

Effective police officer leaders.

241
Q
  1. Effective police officer leaders regularly encounter people in the community who are perceived as this kind of leader.
A

Unofficial leaders.

242
Q
  1. Effective police officer leaders asked for “their” opinions regarding the agency’s performance.
A

Unofficial leaders.

243
Q
  1. These leaders encourage fellow officers to follow up with concerned community members.
A

Effective police officer leaders.

244
Q
  1. These leaders take a participatory rather than an authoritative approach to establishing and managing interpersonal relationships.
A

The best police leaders.

245
Q
  1. These leaders are empathetic and excel at persuasion and negotiation. All of these abilities hinge on a talent for communication.
A

The best police leaders.

246
Q
  1. Like communication, motivation is a critical skill category for all officers seeking to…
A

Strengthen their leadership skills.

247
Q
  1. What motivates one person to work toward a goal may not motivate another because motivation is a…
A

Subjective Phenomenon.

248
Q
  1. To lead, police officers must understand what…
A

Motivates others – their subordinates, their superiors, politicians, and community members.

249
Q
  1. Clean police officers must avoid trying to motivate through…
A

Fear and control.

250
Q
  1. These leaders embrace the notion that people are motivated by different needs, whether for social connection, achievement, monetary reward, or other value to them.
A

Great leaders.

251
Q
  1. To learn how to identify what most motivates another person, these leaders must become students of human nature.
A

Aspiring leaders.

252
Q
  1. Although leadership and supervision (also called management) are interrelated, they…
A

Represent very different ways of operating.

253
Q
  1. A leader may also be…
A

A supervisor.

254
Q
  1. Not every supervisor is…
A

A leader.

255
Q
  1. Leadership is thus broader than…
A

Supervision.

256
Q
  1. Leadership occurs anytime a person…
A

Motivates another person or a group to produce change.

257
Q
  1. Supervision occurs when someone…
A

Directs another toward organizational goals.

258
Q
  1. Leadership is about…
A

Creating a better future.

259
Q
  1. Supervision is about…
A

Maintaining order and consistency.

260
Q
  1. He innovates.
A

A leader

261
Q

He is an original.

A

A leader.

262
Q
  1. He develops.
A

A leader.

263
Q
  1. He focuses on people.
A

A leader.

264
Q
  1. He inspires trust.
A

A leader.

265
Q

He takes a long range view.

A

A leader.

266
Q
  1. He asks what and why.
A

A leader.

267
Q
  1. He keeps an eye on the horizon.
A

A leader.

268
Q
  1. He challenges the status quo.
A

A leader.

269
Q
  1. He is unique.
A

A leader.

270
Q
  1. He does the right thing.
A

A leader.

271
Q
  1. He administers.
A

A manager.

272
Q
  1. He is a copy.
A

A manager.

273
Q
  1. He maintains.
A

A manager.

274
Q
  1. He focuses on systems and structures.
A

A manager.

275
Q
  1. He relies on control.
A

A manager.

276
Q
  1. He takes a short range view.
A

A manager.

277
Q
  1. He asks how and when.
A

A manager.

278
Q
  1. He keeps an eye on the bottom line.
A

A manager.

279
Q
  1. He accepts the status quo.
A

A manager.

280
Q
  1. He is the classic good soldier.
A

A manager.

281
Q
  1. He does things right.
A

A manager.

282
Q
  1. These police personnel are both leaders and supervisors, exhibiting leadership skills and also demonstrating solid supervisory skills.
A

The Police Leader-Supervisor.

283
Q
  1. Their value blend of talents includes mentoring and role modeling, crisis management, resource management, and personnel development.
A

The Police Leader-Supervisor.

284
Q
  1. They directly oversee the individuals who report to them and may act in a supervisory capacity for anyone who needs guidance.
A

The Police Leader-Supervisor.

285
Q
  1. They teach subordinates to complete practical tasks associated with the job.
A

The Police Leader-Supervisor.

286
Q
  1. They give directives that others acknowledge and follow.
A

The Police Leader-Supervisor.

287
Q
  1. They serve as mentors and role models, so that subordinates seek development opportunities from them rather than from others.
A

The Police Leader-Supervisor.

288
Q
  1. A person who exhibits values, attitudes, and behaviors considered desirable in a particular organization.
A

Role models.

289
Q
  1. Through their everyday action on the job, they demonstrate which behaviors, values, and attitudes are positive and appropriate and which should be avoided.
A

Role models.

290
Q
  1. They constitute vital human resources in any organization.
A

Role models.

291
Q
  1. Role models demonstrate behaviors and inspire subordinates and other constituents to…
A

Grow and contribute to the organization in a meaningful way.

292
Q
  1. By acting ethically, influence other personnel to behave ethically.
A

Role models.

293
Q
  1. Role models offset the cynicism and…
A

“putting out fires” crisis management style that pervade many police organizations.

294
Q
  1. Subordinates learn inappropriate behaviors from these poor managers who merely try to get through each day, which leads directly to…
A

Inadequate protection for citizens.

295
Q
  1. One of the most powerful ways to prevent the disasters that can stem from ineffective leadership and pervasive cynicism.
A

Modeling correct behaviors.

296
Q
  1. They also deftly handle crisis.
A

The police leader-supervisor.

297
Q
  1. They may make swift decisions on the street or intervene in conflict between peers, subordinates, or citizens.
A

The police leader-supervisor.

298
Q
  1. They always consider the moral, ethical, and legal implications of any decision.
A

The police leader-supervisor.

299
Q
  1. They function as advisers to others in the agency – whether direct reports, peers, or superiors.
A

The police leader-supervisor.

300
Q
  1. They know how to summon the resources needed to complete the job.
A

The police leader-supervisor.

301
Q
  1. They develop their subordinates, including helping them acquire leadership skills themselves.
A

The best leader-supervisors.

302
Q
  1. They challenge those who report to them to learn new tasks and processes, to reach beyond their job description and find new ways for the agency to accomplish its mission.
A

The best leader-supervisors.

303
Q
  1. They take responsibility for organizing the departmental staff, allocating police vehicles to shifts, and creating career development plans for subordinates.
A

The best leader-supervisors.

304
Q
  1. They take responsibility for implementing succession plans designed position subordinates become supervisors in the future.
A

The best leader-supervisors.

305
Q
  1. Officers and police supervisors should make this valuable combination of skills a high priority, and consider it a crucial part of a police supervisors role.
A

The art and skill of leadership as it relates to supervision.

306
Q
  1. In any police agency the use of these two tools constitute a crucial aspect of leadership.
A

Authority and power.

307
Q
  1. The legitimate right bestowed by an organization on an individual to direct activities or persons.
A

Authority.

308
Q
  1. The ability of an individual to influence others; shaping organization’s direction and priorities; and influence situations, affairs, and objects.
A

Power.

309
Q
  1. It is a function of the organization.
A

Authority.

310
Q
  1. It is a capacity of the person.
A

Power.

311
Q
  1. They derive authority from the formal mandates of laws, rules, and organizational directives.
A

Leaders.

312
Q
  1. Authority alone is not sufficient to manage an organization, it must also come with…
A

Responsibility and accountability.

313
Q
  1. The obligation to do what is ethically correct.
A

Responsibility.

314
Q
  1. Being answerable or liable for one’s actions or inaction.
A

Accountability.

315
Q
  1. This can also be the formal acknowledgement of power granted by the organization to a command or supervisory officer
A

Authority.

316
Q
  1. Formal authority, even symbolized by a person’s title or rank, it’s not enough to ensure that an individual be…
A

Considered a leader.

317
Q
  1. Unofficial or informal leaders may emerge in the agency and ultimately exert more influence and power and those with a…
A

Hi rank, an executive level position, or impressive title.

318
Q
  1. Often, such unofficial leaders derive their authority from…
A

Charisma and from social norms.

319
Q
  1. These managers will leverage informal leaders, acknowledging them and enlisting their support.
A

Wise police managers.

320
Q
  1. Five sources of power:
A
  1. Rank.2. Fear.3. Rewards.4. Expertise.5. Charisma.
321
Q
  1. This power is Valuable because timely and personal recognition engenders a sense of loyalty in others and a willingness to follow.
A

Rewards-based power.

322
Q
  1. However this power is subject to abuse if the person with the power discriminates against a person or a group.
A

Rewards-based power.

323
Q
  1. These leaders may appear as saviors to an organization, especially during times of uncertainty and confusion.
A

Charismatic leaders.

324
Q
  1. These leaders use their power to inspire followers to new heights of performance on appropriate goals, are humble rather than highly charismatic, and have a strong will.
A

True leaders.

325
Q
  1. In a police agency, leaders are particularly effective when they have…
A

Sanctioned authority and power.

326
Q
  1. Officers who have unsanctioned authority and abuse power may engage and activities that…
A

Support their own personal interests at the expense of their agency’s priorities.

327
Q
  1. This officer may fail to discipline, reward, or adequately direct subordinates, Wanting to be regarded as a friend rather than a superior.
A

Sanctioned authority but limited degree of power.

328
Q
  1. An individual who lacks authority, power, and cannot influence others owing to the lack of position or special circumstances will…
A

Likely disappear within the organizational structure.

329
Q
  1. Leadership styles derive from the practice of…
A

Leadership skills and may reflect several leadership theories.

330
Q
  1. A PARTICULAR Leadership style derives from how a leader…
A

Communicates and acts to influence followers to give their best on the job.

331
Q
  1. Effective leaders adapt their style as needed to get ___ ___ from their followers.
A

Optimal results.

332
Q
  1. In a real situation the style or integration of styles of leadership selected will depend on the…
A

The circumstances surrounding the situation.

333
Q
  1. Abraham Maslow’s framework proposing five needs that human beings attempt to meet in specific sequence.
A

Hierarchy of needs model.

334
Q
  1. Hierarchy of five needs in order:
A
  1. Physiological.2. Security.3. Affiliation.4. Esteem.5. Self-actualization.
335
Q

These leaders attempt to determine if a subordinate is struggling economically and arrive at solutions.

A

Effective leaders.

336
Q
  1. For subordinates requiring recognition and personal achievement these leaders can assign projects that present challenges.
A

Leader-supervisors.

337
Q
  1. For subordinates who are at self actualization level, these leaders can offer assistance with promotion and transfers to provide professional growth.
A

Police leader-supervisors.

338
Q
  1. These officers enrich the community, become role models, help ensure their own safety, and encourage citizen cooperation with the police.
A

Officers who demonstrate respectful behavior.

339
Q
  1. Clay Alderfer’s framework proposing that human beings need elements for physical survival, relatedness, and personal growth.
A

ERG theory.

340
Q
  1. Clay Alderfer’s model of needs proposes three categories of need:
A

– Existence.– Relatedness.– Growth.

341
Q
  1. In what is known as Alderfer’s ERG theory, existence needs are for…
A

Elements contributing to physical well being. (Water, food, shelter)

342
Q
  1. Relatedness refers to desires to establish and maintain…
A

Good interpersonal bonds.

343
Q
  1. Growth needs include the desire for…
A

Creativity, productivity, and personal development.

344
Q
  1. Alderfer’s model contains a dimension called the…
A

Frustration-regression hypothesis.

345
Q
  1. This hypothesis suggests when people encounter obstacles while seeking to meet higher needs, they refocus on lower needs.
A

Frustration-regression hypothesis.

346
Q
  1. ERG Theory: Obstacles restrict a persons…
A

Productivity and growth.

347
Q
  1. ERG theory-To support followers productivity and growth, Leaders should strive to identify and remove…
A

Obstacles to achieving higher-level needs.

348
Q
  1. David McClelland’s framework suggesting that human beings have 3 key needs: affiliation, achievement, and power.
A

Learned needs theory.

349
Q
  1. Expectancy Theory.: Victor Vroom’s framework holding that people will be motivated to deliver their best on the job if they believe a…
A

Specific level of performance will lead to an outcome that they value highly.

350
Q
  1. Police leadership style from David McClelland’s learned needs theory: ___ ___ ___ strive to recognize and balance followers’ conflicting motives.
A

Police leader supervisors.

351
Q

Learned needs theory: If more than one motive dominates the personality, conflict between the motives can occur resulting in…

A

Frustration, leading to poor self-esteem and low productivity.

352
Q
  1. Vroom’s expectancy theory Leadership style: Police leaders identify outcomes that followers and community residents truly value and encourage…
A

The delivery of job performance that will produce those outcomes.

353
Q
  1. Model describing command and control management style in an organization.
A

McGregor’s theory X

354
Q
  1. Description of a motivational management style in organizations.
A

McGregors theory Y.

355
Q
  1. This theory manifests as a command-and-control management style common in police environments.
A

McGregors theory X.

356
Q
  1. The average human has an inherent dislike of work and will avoid it if possible.
A

McGregors theory X assumption.

357
Q
  1. Most people must be coerced, controlled, directed, or threatened with punishment before they put forth effort towards achieving objectives.
A

McGregor’s Theory X assumption.

358
Q
  1. People are self-centered, prefer to be directed, wish to avoid responsibility, have relatively little ambition, and want security above all.
A

McGregor’s Theory X assumption.

359
Q
  1. McGregor suggested that Theory X supervisors fail to recognize critical factors associated with…
A

Motivation and thus are not the most effective leaders.

360
Q
  1. McGregor proposed an alternative ___ _ which he maintained could help supervisors lead more Skillfully.
A

Theory Y.

361
Q
  1. The expenditure of physical and mental effort in work comes as naturally to people as play or rest.
A

Assumption made by leaders (supervisors) who subscribe to Theory Y.

362
Q
  1. External control and the threat of punishment are not the only means to elicit the effort necessary to reach objectives.
A

Assumption made by leaders (supervisors) who subscribe to Theory Y.

363
Q
  1. People will exercise self-direction and self-control in the service of objectives to which they are committed.
A

Assumption made by leaders (supervisors) who subscribe to Theory Y.

364
Q
  1. The right rewards can motivate people to work toward a particular achievement.
A

Assumption made by leaders (supervisors) who subscribe to Theory Y.

365
Q
  1. Under proper conditions, people learn to accept as well as seek responsibility.
A

Assumption made by leaders (supervisors) who subscribe to Theory Y.

366
Q
  1. Most people have the capacity to exercise a relatively high degree of imagination, ingenuity, and creativity in the search for solutions to problems.
A

Assumption made by leaders (supervisors) who subscribe to Theory Y.

367
Q
  1. Under the conditions of modern industrial life, the intellectual potential of the average human being are only partially recognize.
A

Assumption made by leaders (supervisors) who subscribe to Theory Y.

368
Q
  1. Theory Z is an adaption of Theory Y proposed by…
A

William Ouchi.

369
Q
  1. Leadership style that advocates trusting followers and creating an environment in which followers consider themselves an integral part of the group or organization.
A

Ouchi’s Theory Z.

370
Q
  1. According to this theory, trust promotes increased productivity and goal achievement.
A

Ouchi’s Theory Z.

371
Q
  1. Even if they work in an agency characterized by Theory X leadership overall, police personnel can adopt…
A

Theory Y or Theory Z leadership style within their sphere of influence.

372
Q
  1. Police personnel, to demonstrate Theory Y leadership, can encourage peers and subordinates to pursue…
A

Golds that enrich the operational unit or agency.

373
Q
  1. They can make the transition to Theory Z by showing that they trust followers to have good intentions and the skills needed to solve problems.
A

Managers demonstrating Theory Y leadership.

374
Q
  1. Robert Blake and Jane Mouton’s model identifying five leadership styles that vary in concern for people and concern for productivity.
A

Managerial grid.

375
Q
  1. A leadership style drawn from the managerial grid later renamed…
A

The leadership grid.

376
Q
  1. Each axis on the managerial grid has a scale of…
A

1 to 10, with 1being the lowest and 10 being the highest.

377
Q
  1. Each leadership style is positioned on the managerial grid according to…
A

Where it rates on the scale.

378
Q
  1. Managerial grid: five leadership styles.
A

– Impoverished style.– Country club style.– Middle-of-the-road style. – Produce or perish style.– Team style.

379
Q
  1. Managerial grid: the impoverished managerial style demonstrates…
A

Low concern for people and production.

380
Q
  1. Managerial grid: Managers utilizing this style exert minimal effort and seek to maintain the status quo.
A

The impoverished managerial style.

381
Q
  1. Managers utilizing this style place a high priority on their own personal security within the organization.
A

The impoverished managerial style.

382
Q
  1. Managerial grid: through the country club style, managers demonstrate…
A

Hi concern for people but low concern for production.

383
Q
  1. Managerial grid: Through the country club style, managers try to create an atmosphere of…
A

High morale and loyalty and hope that their subordinates will perform at a high-level without further involvement from them.

384
Q
  1. Managerial grid: Low concern for people and high concern for production characterizes this management style.
A

Produce or parish management style.

385
Q
  1. Managerial grid: Managers practicing the style use coercion and rule enforcement to achieve high production.
A

Produce or parish management style.

386
Q
  1. Managerial grid: This style strongly resembles Theory X behavior as defined by McGregor.
A

Produce or perish management style.

387
Q
  1. Managerial grid: Manager strive to balance follower needs with a concern for production.
A

Middle-of-the-road style.

388
Q
  1. Managerial grid: They try to maintain employee morale at a level just high enough to ensure that minimal performance goals are met.
A

Middle of the road style managers.

389
Q
  1. Managerial grid: Through the team style, managers demonstrate high concern for people as well as production by…
A

Fostering inclusion, agreed-upon goals, and commitment among members of the organization.

390
Q
  1. Managerial grid: Blake and Mouton saw this as the optimal management style and it is consistent with McGregor’s theory Y.
A

Team style.

391
Q
  1. Paul Hersey and Ken Blanchard’s model suggesting four leadership styles.
A

Situational leadership model.

392
Q

Situational leadership model: Four leadership styles:

A
  1. Delegating.2. Supportive.3. Selling.4. Telling.
393
Q
  1. Some leaders adapt their style based on followers readiness – that is, their level of…
A

Skill, experience, and motivation.

394
Q
  1. This approach echoes the work of Paul Hersey and Ken. Blanchard, who created the situational leadership model.
A

Adapting to followers readiness.

395
Q
  1. With followers that are very ready(R4), (mature, competent, and motivated) leaders might elect to use the…
A

Delegating style, giving followers responsibility for taking on tasks.

396
Q
  1. Situational leadership model: Followers who are less ready (R3), lack confidence in their abilities or experience, leaders might use…
A

The supportive style (S2) to encourage, assist, and maintain communication with these followers.

397
Q
  1. Situational leadership model: With followers who are even less ready (R2), (confused, unmotivated, or skeptical), leaders adopt…
A

(Support S3) Selling style, Providing some direction, encouraging communication, building confidence, and motivating followers.

398
Q
  1. Situational leadership model: Followers not ready at all (R1), (no experience, no knowledge), leaders might select the…
A

Telling style (S4), (Supplying clear and specific instructions)

399
Q
  1. Victor Vroom’s the model postulating that time constraints drive a leaders decision-making process.
A

Vroom-Jago Time-Drive Leadership Model.

400
Q
  1. This model identifies contingency variables (team support, goal sharing, likelihood of commitment, and significance of a decision) that a leader should consider in leadership style.
A

Vroom-Jago Time-Drive Leadership Model.

401
Q
  1. Victor Vroom created a Windows-based computer program that enables…
A

Supervisors to record the strength of presence of each contingency variable in a given situation.

402
Q
  1. This model identifies five leadership styles leaders can select from, depending on how strongly present the contingency variables are.
A

Vroom-Jago Time-Drive Leadership Model.

403
Q
  1. Vroom-Jago Time-Drive Leadership Model Five leadership styles:
A
  1. Decide.2. Consult Individually.3. Consult team.4. Facilitate.5. Delegate.
404
Q
  1. Vroom-Jago Time-Drive Leadership Model: The leader decides the best course of action and directs followers.
A

Decide; leadership style.

405
Q
  1. Vroom-Jago Time-Drive Leadership Model: The leader makes a decision after consulting with followers individually.
A

Consult individually: leadership style.

406
Q
  1. Vroom-Jago Time-Drive Leadership Model: The leader makes a decision after holding an open meeting with all followers.
A

Consult team: leadership style.

407
Q
  1. Vroom-Jago Time-Drive Leadership Model: The leader facilitates problem-solving and decision-making by building consensus for a potential course of action within the team.
A

Facilitate: leadership style.

408
Q
  1. Vroom-Jago Time-Drive Leadership Model: Leader allows followers to arrive at a decision within limits prescribed by the leader.
A

Delegate: leadership style.

409
Q
  1. Owing to the complexity of the Vroom-Jago model, it works best when a police organization is trying to…
A

Drive massive change or experiencing a problem the resolution of which requires extensive analysis and teamwork.

410
Q
  1. Framework suggesting followers will be motivated to give their best if they believe they’re capable of the tasks assigned, their efforts will produce certain results, and rewards for completing tasks are worthwhile.
A

R.J. House’s Path Goal Motivational Leadership Model.

411
Q
  1. This model calls for tapping to followers level of motivation in determining a leadership style.
A

R.J. House’s Path Goal Motivational Leadership Model.

412
Q
  1. The leader-manager’s challenge is to demonstrate the behaviors that best motivate a particular follower to accomplish a specific goal.
A

R.J. House’s Path Goal Motivational Leadership Model.

413
Q
  1. R.J. House’s Path Goal Motivational Leadership Model Identifies eight possible behaviors:
A
  1. Directive.2. Supportive.3. Participative.4. Achievement oriented.5. Work facilitation.6. Group-oriented decision processes.7. Work-group representation of stakeholders and networking.8. Leadership behaviors based on organizational values.
414
Q
  1. The Path-Goal Motivational Leadership Model Reminds leaders/managers that their central purpose is to…
A

Motivate and assist followers with goal achievement in the most efficient manner possible.

415
Q
  1. This concept states some leaders adopt a style that emphasizes sensitivity, awareness, and empathy.
A

Robert Greenleaf’s Servant leadership concept.

416
Q
  1. Robert Greenleaf’s Servant leadership concept Was introduced in 1970 in his essay titled…
A

“The servant as leader”

417
Q
  1. Approach to leadership emphasizing sensitivity, awareness, and empathy toward followers.
A

Robert Greenleaf’s Servant leadership concept.

418
Q
  1. More than a theory, the concept of the ___ ___ ___ is a way of life that encourages management to discover how they can best serve the people they lead.
A

Leader as servant.

419
Q
  1. This approach to leadership returns humanity to the workplace by assuming a symbiotic relationship between worker and supervisor.
A

Robert Greenleaf’s Servant leadership concept.

420
Q
  1. This concept blurs the line between leader and follower, and requires both to hold themselves and one another to a higher standard of behavior and understanding.
A

Robert Greenleaf’s Servant leadership concept.

421
Q
  1. Leadership concept proposing that leaders channel ambition toward building a better organization rather than promoting themselves and their personal agendas.
A

Jim Collin’s Level 5 leadership concept:

422
Q
  1. Police leaders adopting a style that emphasizes the organization’s interest over their own interests are drawing from…
A

Jim Collin’s Level 5 leadership concept:

423
Q
  1. These leaders are humble; they credit their organization’s success to factors other than themselves, but take responsibility for poor results.
A

Level 5 leaders

424
Q
  1. Though modest, these leaders are driven to produce long-lasting change.
A

Level 5 Leaders.

425
Q
  1. These leaders groom peers and subordinates for leadership, ensuring the organization’s future success.
A

Level 5 Leaders.

426
Q
  1. Although these leaders may not occupy the spotlight, they exist in almost every organization.
A

Level 5 Leaders.

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