Chapter 3 Questions:
What did we learn about leadership effectiveness from the early Ohio State and Michigan leadership studies?
What problems have impeded questionnaire research on leadership behavior?
What are critical incident studies, and what do they tell us about the behavior of effective leaders?
Explain the high-high theory of leadership effectiveness, and evaluate the research evidence for this theory.
How can a leader’s behavior reflect a high concern for both task and relations at the same time?
Why are taxonomies of behavior constructs important for research and theory on managerial effectiveness?
Why do the taxonomies proposed by different theorists show so many differences?
Why are planning, clarifying, and monitoring relevant for leadership effectiveness?
Why are supporting, developing, and recognizing important for leadership effectiveness?
In general, what has been learned from research on effective leadership behavior?
To what extent are the findings consistent for this chapter and the previous one?