This General Training IELTS Reading post focuses on solutions to IELTS Cambridge 13 Reading Test 4 Section 3 that has a passage titled ‘Tuning up your leadership skills’. This is a targeted post for GT IELTS candidates who have big problems finding out and understanding Reading Answers in the GT module. This post can guide you the best to understand every Reading answer without much trouble. Finding out IELTS Reading answers is a steady process, and this post will assist you in this respect.

IELTS Cambridge 13 Test 4: GT Reading Module 

Section 3:

The headline of the passage: Tuning up your leadership skills  

Questions 28-33: Identifying information

[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]

Question 28: a summary of the different aspects of leadership that are covered in the study

Keywords for this question: different aspects of leadership, covered in the study, 

The answer can be found in the second paragraph of section B. Here, the writer says, “The research focused on the way that these jazz greats created and ran their musical enterprises. In particular, Ucbasaran and Lockett focused on three specific areas of leadership activity: team formation, team coordination and team turnover.” 

Here, focused on three specific areas of leadership activity = different aspects of leadership that are covered in the study, 

So, the answer is: B 

Question 29: a description of how band leaders sometimes passed on their leadership skills to others

Keywords for this question: how, band leaders, sometimes passed on, leadership skills, to others, 

In section E, the first few lines in the second paragraph say, “A common reason for the jazz musicians leaving was that they felt sufficiently qualified to go and run another band. The three band leaders were understanding about this, particularly as it was a process they had also been through. In some cases, in particular with Art Blakey, they actively encouraged and coached team members to become leaders. . .. .

Here, they = band leaders, actively encouraged and coached team members to become leaders = sometimes passed on their leadership skills to others, 

So, the answer is: E

Question 30: a summary of the backgrounds of the band leaders chosen for the study

Keywords for this question: backgrounds of the band leaders, chosen for the study,    

In section B, the first paragraph provides short background information of the band leaders chosen for the study, “The authors decided to focus on three of the best known names in jazz – Duke Ellington, Miles Davis and Art Blakey. American composer Duke Ellington was a pioneering jazz orchestra leader from the 1920s through to the 1970s. Trumpet player Miles Davis was instrumental in the development of a number of new jazz styles, including bebop and jazz fusion. Jazz drummer Arthur  ‘Art’ Blakey became famous as the leader of his band the Jazz Messengers.” 

Here, Duke Ellington, Miles Davis and Art Blakey = the band leaders chosen for the study, 

So, the answer is: B

Question 31: examples of ways in which one band leader encouraged his musicians to be more creative

Keywords for this question: ways, one band leader, encouraged, his musicians, to be more creative,    

In section D, lines 3-7 of the second paragraph gives a description of how Miles Davis encouraged his musicians to be more creative, “ . .. .. As Ucbasaran and Lockett note, Miles Davis discouraged band members from rehearsing in case it led to musical cliches from over-practice. Similarly, he often asked his musicians to play a piece in an unusual key, so they did not rely on learned fingering patterns. The performers were not left entirely to their own devices though. .. ..” 

Here, Miles Davis = one band leader, discouraged band members from rehearsing in case it led to musical cliches from over-practice = encouraged his musicians to be more creative, 

So, the answer is: D 

Question 32: an overview of the main similarities between the work of business people and jazz musicians

Keywords for this question: main similarities between, the work of business people and jazz musicians, 

In section A, the author of the text mentions in the second paragraph, “ . .. .. For a start, jazz bands are synonymous with creativity, improvisation and innovation, all essential ingredients for entrepreneurship. Jazz groups and their members often operate in uncertain and dynamic environments, characterised by rapid change. Yet through collective endeavour many jazz bands find their own structure and harmony and become profitable enterprises – both creatively and commercially.” 

Here, jazz bands are synonymous with creativity, improvisation and innovation, all essential ingredients for entrepreneurship = main similarities between the work of business people and jazz musicians, 

So, the answer is: A 

Question 33: a description of two contrasting ways of leading a team

Keywords for this question:  two contrasting ways, leading a team,  

In section D, we find two paragraphs. The final lines of the first paragraph and the opening lines of the second paragraph give a short description of two contrasting ways of leading a team. 

“ .. . . .. . . . .. . . The team leader can assume a number of different roles when helping the team achieve its objectives. Some leaders are very directive, detailing what tasks they want team members to perform, and how they want them to go about those tasks. (One way)

But that was not the approach Ellington, Davis and Blakey adopted. Instead, these leaders acted more as facilitators, empowering the musicians to collectively coordinate their behaviour and action to produce the desired outcome. (contrasting way).. . .. . . .. . . .”

So, the answer is: D 

Questions 34-36: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUE
The statement in the question contradicts with the information in the passage – FALSE
If there is no information on this – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 34: The study by Ucbasaran and Lockett was the first to compare the worlds of music and business. 

Keywords for this question: the study, Ucbasaran and Lockett, was the first, compare the worlds of music and business,  

In section A, have a look at the first paragraph. “Ever since management expert Peter Drucker compared the job of Chief Executive Officer to that of an orchestra conductor, the business world has been exploring comparisons and inspirations from the world of music. Now Warwick Business School Professors Deniz Ucbasaran and Andy Lockett are hitting all the right notes with their study of famous jazz musicians , Leading Entrepreneurial Teams: Insights From Jazz, providing some essential insights for entrepreneurial team leaders.”

Here, management expert Peter Drucker compared the job of Chief Executive Officer to that of an orchestra conductor = Peter Drucker was the first to compare the worlds of music and business, 

So, the study by Ucbasaran and Lockett was NOT the first to compare the worlds of music and business.

So, the answer is: FALSE

Question 35: One reason why jazz musicians were chosen for the research is because the setting in which they work is unpredictable. 

Keywords for this question: one reason, why jazz musicians were chosen, for the research, because, the setting in which they work, unpredictable,   

The answer can be found in section A, in paragraph no. 2. Here, the writer says in lines 1-5, “Ucbasaran and Lockett (together with Durham Business School Professor Michael Humphries) chose jazz for a number of reasons. For a start, jazz bands are synonymous with creativity, improvisation and innovation, all essential ingredients for entrepreneurship. Jazz groups and their members often operate in uncertain and dynamic environments, characterised by rapid change. .. .. . . .. .”

Here, Jazz groups and their members often operate in uncertain and dynamic environments, characterised by rapid change = the setting in which they work is unpredictable, 

So, the answer is: TRUE 

Question 36: The researchers decided to cover only certain aspects of leadership.

Keywords for this question: the researchers, decided to cover, only certain aspects of leadership, 

The answer lies in section B, paragraph no. 2. The writer of the text says here, “The research focused on the way that these jazz greats created and ran their musical enterprises. In particular, Ucbasaran and Lockett focused on three specific areas of leadership activity: team formation, team coordination and team turnover.”

Here, three specific areas of leadership activity = only certain aspects of leadership, 

So, the answer is: TRUE

Questions 37-40: Multiple choice questions 

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question set in most passages so you should not worry much about it. Finding all the answers for previous questions gives you a good idea about these questions.]

Question 37: When assembling their teams, the band leaders all prioritised players

Keywords for this question: when assembling, teams, the band leaders, all prioritised players, 

The answer is found in section B in paragraph no. 3, as the writer explains here, “There were strong similarities in the processes the band leaders used to assemble their diverse teams of talent. In particular, they looked for musicians with a different sound or way of playing, one that was unique to that band member and would improve the overall sound of the band. That feature was as much bound up with the personality of the individual musician as it was to do with their technical proficiency.” 

Here, the band leaders used to assemble their diverse teams of talent = assembling their teams,  

they looked for musicians with a different sound or way of playing, one that was unique to that band member = the band leaders all prioritised players who had an individual style of their own. 

So, the answer is: C (who had an individual style of their own.)

Question 38: What obstacle might jazz leaders face in reducing destructive conflict among team members? 

Keywords for this question: what obstacle, might jazz leaders face, in reducing, destructive conflict, among team members,    

In section C, the first paragraph gives the answer as the writer explains here the similarities between destructive and productive conflict, “ .. . .. . .. .. . Traditional team leadership theory suggests that to get the best team performance the leader should foster conflict that is productive in its effects, while minimising destructive conflict. But this is difficult when the sources of productive and destructive conflict are the same; that is, differences in personality and thinking. . . .. .. . .”

Here, the sources of productive and destructive conflict are the same = if destructive conflict among team members is reduced, jazz leaders may also reduce productive conflict in the process,  

So, the answer is: A (They may also reduce productive conflict in the process.)

Question 39: What approach to group coordination was shared by Ellington, Davis and Blakey?  

Keywords for this question: what approach to group coordination, was shared, by Ellington, Davis and Blakey,   

In section D, the final lines of paragraph no. 2 say, “ . .. . . . . All three leaders created a general framework within which team members could work, providing guidance but also the freedom to explore, express and make mistakes.”

Here, All three leaders = Ellington, Davis and Blakey, created a general framework = provided a structure, within which team members could work  .. . .. . . the freedom to explore, express and make mistakes = within which musicians could express themselves, 

So, the answer is: C (They provided a structure within which musicians could express themselves.)

Question 40: Ucbasaran and her colleagues found that the high turnover of members in jazz bands  

Keywords for this question: Ucbasaran and her colleagues, found, the high turnover of members, in jazz bands, 

In section E, the first paragraph talks about the benefits of the high turnover, “The third aspect of leadership behaviour that Ucbasaran and her colleagues looked  at was managing team turnover – people joining and leaving the team. . .. . . .. . . .. . .. Yet the high turnover of team members, despite the resulting loss of knowledge and skills, was seen in a positive light. That was partly because of the advantages of getting a fresh shot of knowledge, ideas and creativity when new members joined.”

Here, was seen in a positive light = was welcomed by the band leaders, 

because of the advantages of getting a fresh shot of knowledge, ideas and creativity when new members joined = for the benefits it brought, 

So, the answer is: B (was welcomed by band leaders for the benefits it brought.)

© All the texts with inverted commas used in this post are taken from Cambridge IELTS Series 13 GT Test book

Click here for solutions to Cambridge 13 GT Test 4 Section 1 

Click here for solutions to Cambridge 13 GT Test 4 Section 2