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Chapter 8 Transformational Leadership 189

Sample Items From the Multifactor Leadership Questionnaire (MLQ) Form 5X-Short

These questions provide examples of the items that are used to evaluate leadership style. The MLQ is provided in both Self and Rater forms. The Self form measures self-perception of leadership behaviors. The Rater form is used to measure leadership. By thinking about the leadership styles as exem- plified below, you can get a sense of your own belief about your leadership.

Key: 0 = Not 1 = Once in 2 = Sometimes 3 = Fairly 4 = Frequently, at all a while often if not always

Transformational Leadership Styles

Idealized Influence I go beyond self-interest for the good 0 1 2 3 4 (Attributes) of the group.

Idealized Influence I consider the moral and ethical 0 1 2 3 4 (Behaviors) consequences of decisions.

Inspirational I talk optimistically about 0 1 2 3 4 Motivation the future.

Intellectual I reexamine critical assumptions 0 1 2 3 4 Stimulation to question whether they

are appropriate.

Individualized I help others to develop 0 1 2 3 4 Consideration their strengths.

Transactional Leadership Styles

Contingent Reward I make clear what one can expect 0 1 2 3 4 to receive when performance goals are achieved.

Management by I keep track of all mistakes. 0 1 2 3 4 Exception: Active

Passive/Avoidant Leadership Styles

Management by I wait for things to go wrong before 0 1 2 3 4 Exception: Passive taking action.

Laissez-Faire I avoid making decisions. 0 1 2 3 4

SOURCE: Reproduced by special permission of the publisher, MIND GARDEN, Inc., www .mindgarden.com from the Multifactor Leadership Questionnaire by Bernard M. Bass and Bruce J. Avolio. Copyright © 1995, 2000, 2004 by Bernard M. Bass and Bruce J. Avolio. Further reproduction is prohibited without the publisher’s written consent.

218 LEADERSHIP THEORY AND PRACTICE

Authentic Leadership Self-Assessment Questionnaire

Instructions: This questionnaire contains items about different dimensions of authentic leadership. There are no right or wrong responses, so please answer honestly. Use the following scale when responding to each statement by writ- ing the number from the scale below that you feel most accurately character- izes your response to the statement.

Key: 1 = Strongly 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly disagree agree

1. I can list my three greatest weaknesses. 1 2 3 4 5

2. My actions reflect my core values. 1 2 3 4 5

3. I seek others’ opinions before making up my own mind. 1 2 3 4 5

4. I openly share my feelings with others. 1 2 3 4 5

5. I can list my three greatest strengths. 1 2 3 4 5

6. I do not allow group pressure to control me. 1 2 3 4 5

7. I listen closely to the ideas of those who disagree with me. 1 2 3 4 5

8. I let others know who I truly am as a person. 1 2 3 4 5

9. I seek feedback as a way of understanding who I really am 1 2 3 4 5 as a person.

10. Other people know where I stand on controversial issues. 1 2 3 4 5

11. I do not emphasize my own point of view at the expense 1 2 3 4 5 of others.

12. I rarely present a “false” front to others. 1 2 3 4 5

13. I accept the feelings I have about myself. 1 2 3 4 5

14. My morals guide what I do as a leader. 1 2 3 4 5

15. I listen very carefully to the ideas of others before 1 2 3 4 5 making decisions.

16. I admit my mistakes to others. 1 2 3 4 5

Scoring

1. Sum the responses on items 1, 5, 9, and 13 (self-awareness).

2. Sum the responses on items 2, 6, 10, and 14 (internalized moral perspective).

3. Sum the responses on items 3, 7, 11, and 15 (balanced processing).

4. Sum the responses on items 4, 8, 12, and 16 (relational transparency).

Chapter 9 Authentic Leadership 219

Total Scores

Self-Awareness: ______

Internalized Moral Perspective: _____

Balanced Processing: _____

Relational Transparency: _____

Scoring Interpretation

This self-assessment questionnaire is designed to measure your authentic lead- ership by assessing four components of the process: self-awareness, internal- ized moral perspective, balanced processing, and relational transparency. By comparing your scores on each of these components, you can determine which are your stronger and which are your weaker components in each cat- egory. You can interpret your authentic leadership scores using the following guideline: high = 16–20 and low = 15 and below. Scores in the upper range indicate stronger authentic leadership, whereas scores in the lower range indicate weaker authentic leadership.

Chapter 3 Skills Approach 67

Skills Inventory

Instructions: Read each item carefully and decide whether the item describes you as a person. Indicate your response to each item by circling one of the five numbers to the right of each item.

Key: 1 = Not 2 = Seldom 3 = Occasionally 4 = Somewhat 5 = Very true true true true true

1. I enjoy getting into the details of how things work. 1 2 3 4 5

2. As a rule, adapting ideas to people’s needs is easy for me. 1 2 3 4 5

3. I enjoy working with abstract ideas. 1 2 3 4 5

4. Technical things fascinate me. 1 2 3 4 5

5. Being able to understand others is the most important part of my work. 1 2 3 4 5

6. Seeing the big picture comes easy for me. 1 2 3 4 5

7. One of my skills is being good at making things work. 1 2 3 4 5

8. My main concern is to have a supportive communication climate. 1 2 3 4 5

9. I am intrigued by complex organizational problems. 1 2 3 4 5

10. Following directions and filling out forms comes easily for me. 1 2 3 4 5

11. Understanding the social fabric of the organization is important to me. 1 2 3 4 5

12. I would enjoy working out strategies for my organization’s growth. 1 2 3 4 5

13. I am good at completing the things I’ve been assigned to do. 1 2 3 4 5

14. Getting all parties to work together is a challenge I enjoy. 1 2 3 4 5

15. Creating a mission statement is rewarding work. 1 2 3 4 5

16. I understand how to do the basic things required of me. 1 2 3 4 5

17. I am concerned with how my decisions affect the lives of others. 1 2 3 4 5

18. Thinking about organizational values and philosophy appeals to me. 1 2 3 4 5

Scoring

The skills inventory is designed to measure three broad types of leadership skills: technical, human, and conceptual. Score the questionnaire by doing

68 LEADERSHIP THEORY AND PRACTICE

the following. First, sum the responses on items 1, 4, 7, 10, 13, and 16. This is your technical skill score. Second, sum the responses on items 2, 5, 8, 11, 14, and 17. This is your human skill score. Third, sum the responses on items 3, 6, 9, 12, 15, and 18. This is your conceptual skill score.

Total scores: Technical skill ____ Human skill ____ Conceptual skill ____

Scoring Interpretation

23–30 High Range

14–22 Moderate Range

6–13 Low Range

The scores you received on the skills inventory provide information about your leadership skills in three areas. By comparing the differences between your scores, you can determine where you have leadership strengths and where you have leadership weaknesses. Your scores also point toward the level of management for which you might be most suited.

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Leadership Behavior Questionnaire

Instructions: Read each item carefully and think about how often you (or the person you are evaluating) engage in the described behavior. Indicate your response to each item by circling one of the five numbers to the right of each item.

Key: 1 = Never 2 = Seldom 3 = Occasionally 4 = Often 5 = Always

1. Tells group members what they are supposed to do. 1 2 3 4 5

2. Acts friendly with members of the group. 1 2 3 4 5

3. Sets standards of performance for group members. 1 2 3 4 5

4. Helps others in the group feel comfortable. 1 2 3 4 5

5. Makes suggestions about how to solve problems. 1 2 3 4 5

6. Responds favorably to suggestions made by others. 1 2 3 4 5

7. Makes his or her perspective clear to others. 1 2 3 4 5

8. Treats others fairly. 1 2 3 4 5

9. Develops a plan of action for the group. 1 2 3 4 5

10. Behaves in a predictable manner toward group members. 1 2 3 4 5

11. Defines role responsibilities for each group member. 1 2 3 4 5

12. Communicates actively with group members. 1 2 3 4 5

13. Clarifies his or her own role within the group. 1 2 3 4 5

14. Shows concern for the well-being of others. 1 2 3 4 5

15. Provides a plan for how the work is to be done. 1 2 3 4 5

16. Shows flexibility in making decisions. 1 2 3 4 5

17. Provides criteria for what is expected of the group. 1 2 3 4 5

18. Discloses thoughts and feelings to group members. 1 2 3 4 5

19. Encourages group members to do high-quality work. 1 2 3 4 5

20. Helps group members get along with each other. 1 2 3 4 5

Scoring

The Leadership Behavior Questionnaire is designed to measure two major types of leadership behaviors: task and relationship. Score the questionnaire by doing the following: First, sum the responses on the odd-numbered items. This is your task score. Second, sum the responses on the even-numbered items. This is your relationship score.

Total scores: Task ______________ Relationship ____________

Chapter 4 Behavioral Approach 89

Scoring Interpretation

45–50 Very high range

40–44 High range

35–39 Moderately high range

30–34 Moderately low range

25–29 Low range

10–24 Very low range

The score you receive for task refers to the degree to which you help others by defining their roles and letting them know what is expected of them. This factor describes your tendencies to be task directed toward others when you are in a leadership position. The score you receive for relationship is a measure of the degree to which you try to make subordinates feel comfortable with themselves, each other, and the group itself. It represents a measure of how people oriented you are.

Your results on the Leadership Behavior Questionnaire give you data about your task orientation and people orientation. What do your scores suggest about your leadership style? Are you more likely to lead with an emphasis on task or with an emphasis on relationship? As you interpret your responses to the Leadership Behavior Questionnaire, ask yourself if there are ways you could change your behavior to shift the emphasis you give to tasks and rela- tionships. To gain more information about your style, you may want to have four or five of your coworkers fill out the questionnaire based on their per- ceptions of you as a leader. This will give you additional data to compare and contrast to your own scores about yourself.

38 LEADERSHIP THEORY AND PRACTICE

Leadership Trait Questionnaire (LTQ)

Instructions: The purpose of this questionnaire is to measure personal charac- teristics of leadership. The questionnaire should be completed by the leader and five people who are familiar with the leader.

Make five copies of this questionnaire. This questionnaire should be com- pleted by you and five people you know (e.g., roommates, coworkers, rela- tives, friends). Using the following scale, have each individual indicate the degree to which he or she agrees or disagrees with each of the 14 statements below. Do not forget to complete one for yourself.

______________________________________ (leader’s name) is

Key: 1 = Strongly 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly disagree agree

1. Articulate: Communicates effectively with others 1 2 3 4 5

2. Perceptive: Is discerning and insightful 1 2 3 4 5

3. Self-confident: Believes in himself/herself and his/her ability 1 2 3 4 5

4. Self-assured: Is secure with self, free of doubts 1 2 3 4 5

5. Persistent: Stays fixed on the goals, despite interference 1 2 3 4 5

6. Determined: Takes a firm stand, acts with certainty 1 2 3 4 5

7. Trustworthy: Is authentic and inspires confidence 1 2 3 4 5

8. Dependable: Is consistent and reliable 1 2 3 4 5

9. Friendly: Shows kindness and warmth 1 2 3 4 5

10. Outgoing: Talks freely, gets along well with others 1 2 3 4 5

11. Conscientious: Is thorough, organized, and controlled 1 2 3 4 5

12. Diligent: Is persistent, hardworking 1 2 3 4 5

13. Sensitive: Shows tolerance, is tactful and sympathetic 1 2 3 4 5

14. Empathic: Understands others, identifies with others 1 2 3 4 5

Scoring

1. Enter the responses for Raters 1, 2, 3, 4, and 5 in the appropriate columns as shown in Example 2.1. The example provides hypothetical ratings to help explain how the questionnaire can be used.

2. For each of the 14 items, compute the average for the five raters and place that number in the “average rating” column.

3. Place your own scores in the “self-rating” column.

Chapter 2 Trait Approach 39

Example 2.1 Leadership Traits Questionnaire Ratings

Average Self- Rater 1 Rater 2 Rater 3 Rater 4 Rater 5 rating rating

1. Articulate 4 4 3 2 4 3.4 4

2. Perceptive 2 5 3 4 4 3.6 5

3. Self-confident 4 4 5 5 4 4.4 4

4. Self-assured 5 5 5 5 5 5 5

5. Persistent 4 4 3 3 3 3.4 3

6. Determined 4 4 4 4 4 4 4

7. Trustworthy 5 5 5 5 5 5 5

8. Dependable 4 5 4 5 4 4.4 4

9. Friendly 5 5 5 5 5 5 5

10. Outgoing 5 4 5 4 5 4.6 4

11. Conscientious 2 3 2 3 3 2.6 4

12. Diligent 3 3 3 3 3 3 4

13. Sensitive 4 4 5 5 5 4.6 3

14. Empathic 5 5 4 5 4 4.6 3

Scoring Interpretation

The scores you received on the LTQ provide information about how you see yourself and how others see you as a leader. The chart allows you to see where your perceptions are the same as those of others and where they differ.

The example ratings show how the leader self-rated higher than the observ- ers did on the characteristic articulate. On the second characteristic, percep- tive, the leader self-rated substantially higher than others. On the self-confident characteristic, the leader self-rated quite close to others’ rat- ings but lower. There are no best ratings on this questionnaire. The purpose of the instrument is to give you a way to assess your strengths and weak- nesses and to evaluate areas where your perceptions are congruent with those of others and where there are discrepancies.