Leadership Week 14

assesment_files_by_module.zip

Home >Government homework help >Leadership Week 14

Assesment Files By Module/.DS_Store

__MACOSX/Assesment Files By Module/._.DS_Store

Assesment Files By Module/11/xid-3854441_2.pdf

Instructions: Using the following scales, circle the number that most accurately reflects your response to each of the 18 statements. There are no right or wrong answers, so provide your immediate impressions. (The items on this questionnaire are adapted from the items used in the GLOBEstudies to assessthe dimen- sions of culture, but the GLOBEstudy used five items to analyze each of the cultural dimensions).

Strongly disagree

Strongly agree

2. In this society, societal requirements and instructions are spelled out in detail so citizens know what they are expected to do.

Strongly disagree

Strongly agree

1. In this society, followers are expected to:

Question their leaders when in disagreement

Obey their leaders without question

2. In this society, power is:

Shared throughout the society Concentrated

at the top

1. In this society, leaders encourage group loyalty even if individual goals suffer.

Strongly disagree

Strongly agree

2. The economic system in this society is designed to maximize:

Individual interests

In-Group Collectivism

1. In this society, children take pride in the individual accomplishments of their parents:

Strongly disagree

Strongly agree

2. In this society, parents take pride in the individual accomplishments of their children:

Strongly disagree

Strongly agree

Gender Egalitarianism

1. In this society, boys are encouraged more than girls to attain a higher education:

Strongly disagree

2. In this society, who is more likely to serve in a position of high office?

Men

2 3 4

Assertiveness

1. In this society, people are generally:

Nonassertive

2 3 4 5

2. In this society, people are generally:

Tender

2 3 4 5

Future Orientation

1. In this society the accepted norm is to:

Accept the status quo

2 3 4

2. In this society, people place more emphasis on:

Solving current problems

2 4

Performance Orientation

Strongly agree

Tough

6 7

1. In this society, students are encouraged to strive for continuously improved performance.

Strongly disagree

2. In this society, people are rewarded for excellent performance.

Strongly disagree

1. In this society, people are generally: Not at all concerned about others

1 2

2. In this society, people are generally:

Not at all sensitive to others

Strongly agree

6 7

Strongly agree

6 7

Very concerned about others

SOURCE: Adapted from House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. w., & Gupta, V. (Eds.), Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies, copyright © 2004, Sage Publications, Inc. Reprinted with perrrtission.

The Dimensions of Culture questionnaire is designed to measure your perceptions of the different dimensions of your culture. Score the question- naire by doing the following. First, sum the two responses you gave for each of the items on each of the dimensions. Second, divide the sum of the responses by two. This is your mean score for the dimension.

Example. If for power distance you circled 3 in response to question 1 and 4 in response to question 2, you would score the dimension as follows.

3+4=7

7 -;-2 = 3.5

When you are finished scoring, you should have nine mean scores. After you have scored the questionnaire, place your mean scores for each of the dimensions in the table in the following section.

Your scores on the Dimensions of Culture questionnaire provide data on how you see the culture in which you live and work. Table 13.4 provides information from the GLOBE project about how subjects from different cultures describe the dimensions of those cultures. The table also provides an overall mean for how these dimensions were viewed by people from all of the cultures.

By entering your scores in the last column in Table 13.4, you can get a better understanding of how your perception of your own culture compares to that of others. You can also compare your scores to other specific cultures (e.g., Middle East or Latin America). Do you see your culture as more or less egalitarian than others? Do you think your culture emphasizes the future more than others? Do people from other cultures stress performance less or more than your own culture? Like these questions, the table and your scores can be used to bring to the surface the ways in which your culture and the cultures of others are compatible or incompatible with each other. Understanding how your culture relates to other cultures is the first step to improved understanding between you and people from other cultures.

Table 13.4 Cultural Dimensions and Mean Scores for Selected Cultural Clusters

Mean Scores' of Selected Cultural Clusters

GLOBE Cultural Latin Middle Southern Latin GLOBE Your Dimensions Anglo America East Asia Europe Overall Score

Uncertainty avoidance 4.42 3.62 3.91 4.10 4.18 4.16

Power distance na na na na na 5.17

Institutional collectivism 4.46 3.86 4.28 4.35 4.01 4.25

In-group collectivism 4.30 5.52 5.58 5.87 4.80 5.13

Gender egalitarianism 3.40 3.41 2.95 3.28 3.36 3.37

Assertiveness 4.14 4.15 4.14 3.86 3.99 4.14

Future orientation 4.08 3.54 3.58 3.98 3.68 3.85

Performance orientation 4.37 3.85 3.90 4.33 3.94 4.10

Humane orientation 4.20 4.03 4.36 4.71 3.71 4.09

SOURCE: Adapted from House, R. 1., Hanges, P. J., Javidan, M., Dorfman, P. w., & Gupta, V. (Eds.), Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies, copyright © 2004, Sage Publications, Inc. Reprinted with permission.

*The mean scores in this table represent societal practice scores for selected cultures on each of the nine cultural dimensions. In the GLOBE study, mean scores were derived from subjects' responses to five questions for each of the dimensions.

na = not available.

Since World War II there has been a dramatic increase in globalization throughout the world. Globalization has created a need for leaders with greater understanding of cultural differences and increased competencies in cross- cultural communication and practice. This chapter discusses research on culture, its dimensions, and the effects of culture on the leadership process.

__MACOSX/Assesment Files By Module/11/._xid-3854441_2.pdf

Assesment Files By Module/14/xid-3854450_2.pdf

EXERCISE Self-Assessment

Trust in Leadership

Instructions: In responding to the fbllowingset of questions, please think about your team leader. To what extent do you agree or disagree with each of the following statements.

1 ;:;:Strongly disagree

2;:;: Disagree

3 ;:;:Slightly disagree

4;:;: Neither agree nor disagree

5 ;:;:Slightly agree

6;:;: Agree

7 ;:;:Strongly agree

1. Most team members trust and respect our leader.

2. I can talk freely to the team leader about difficulties I am having on the team and know that s/he will want to listen.

3. If I shared my problems with the team leader, I know s/he would respond construc- tively and caringly.

4. I have a sharing relationship with the team leader; I can freely share my ideas, feel- ings, and hopes with him/her.

5. I would feel a sense of loss if the team leader left to take a job elsewhere.

6. The team leader approaches his/her job with professionalism and dedication.

7. Given the team leader's past performance, I see no reason to doubt his/her compe- tence.

8. I can rely upon the team leader not to make my job more difficult by poor coaching.

9. Others consider the team leader to be trustworthy.

Scoring: You now have a score of 1 to 7 for each question. Sum your scores across the 9 questions and divide by 9.

Interpretation: The higher your score, the more trust you place in your team leader. A score of 6 and greater reflects a very high level of trust. The lower your score, the less you trust your team leader. A score of 2 or less reflects a very low level of trust.

Source: K. T. Dirks. Trust in leadership and team performance: Evidence from NCAA basketball. Journal of Applied Psychology 85 (2000), p. 1012. Copyright 2000, American Psychological Association. Reprinted with permission along with an edited version of the Dirks 2000 article.

a relational perspective. It appears appropriate at this point to ask you if some- one can become your leader without your acceptance of that relationship. It should be obvious that a boss, manager, supervisor, or president can move us in a particular direction by virtue of the formal position that he or she holds and its accompanying authority. To what extent are the people in anyone of these roles simultaneously your leader, or do they only become your leader when you accept them in that role? If leadership is a relationship that one is a party to only by choice, then it is likely that such factors as trust, competence, role contributions, ethical behavior, andjust acts playa critical role in forming and maintaining this relationship.

__MACOSX/Assesment Files By Module/14/._xid-3854450_2.pdf

Assesment Files By Module/14/xid-3854510_2.pdf

Leadership Ethics 365

PERCEIVED LEADER INTEGRITY SCALE (PlIS)

Instructions: The following items concern your perceptions of another person's behavior. Circle responses to indicate how well each item describes the person you are rating.

Key: 1 = Not at all 2 = Barely 3 = Somewhat 4 = Well

1. Puts his or her personal interests ahead of the 2 3 4 organization

2. Would risk other people to protect himself or herself 2 3 4 in work matters

3. Enjoys turning down requests 2 3 4

4. Deliberately fuels conflict between other people 2 3 4

5. Would blackmail an employee if she or he thought 2 3 4 she or he could get away with it

6. Would deliberately exaggerate people's mistakes to 2 3 4 make them look bad to others

7. Would treat some people better if they were of the 2 3 4 other sex or belonged to a different ethnic group

8. Ridicules people for their mistakes 2 3 4

9. Can be trusted with confidential information 2 3 4

10. Would lie to me 2 3 4

11. Is evil 2 3 4

12. Is not interested in tasks that don't bring personal 2 3 4 glory or recognition

13. Would do things that violate organizational policy 2 3 4 and then expect others to cover for him or her

14. Would allow someone else to be blamed for his or 2 3 4 her mistake

15. Would deliberately avoid responding to e-mail, 2 3 4 telephone, or other messages to cause problems for someone else

16. Would make trouble for someone who got on his or 2 3 4 her bad side

17. Would engage in sabotage against the organization 2 3 4

18. Would deliberately distort what other people say 2 3 4

366 LEADERSHIP

19. Is a hypocrite 2 3 4

20. Is vindictive 2 3 4

21. Would try to take credit for other people's ideas 2 3 4

22. Likes to bend the rules 2 3 4

23. Would withhold information or constructive feedback 2 3 4 because he or she wants someone to fail

24. Would spread rumors or gossip to try to hurt people 2 3 4 or the organization

25. Is rude or uncivil to coworkers 2 3 4

26. Would try to hurt someone's career because of a 2 3 4 grudge

27. Shows unfair favoritism toward some people 2 3 4

28. Would steal from the organization 2 3 4

29. Would falsify records if it would help his or her work 2 3 4 situation

30. Has high moral standards 2 3 4

SOURCE: Adapted from a version of the PUS that appeared in Leadership Quarterly, 9(2), S. B. Craig and S. B. Gustafson, "Perceived Leader Integrity Scale: An Instru- ment for Assessing Employee Perceptions of Leader Integrity," pp. 143-144, 1998. Used with permission of the authors.

The PUS measures your perceptions of another person's integrity in an organizational setting. Your responses on the PUS indicate the degree to which you see that person's behavior as ethical.

Score the questionnaire by doing the following. First, reverse the scores on items 9 and 30 (i.e., 1 becomes 4, 2 becomes 3, 3 becomes 2, and 4 becomes 1). Next, sum the responses on all 30 items. A low score on the questionnaire indicates that you perceive the person you evaluated to be highly ethical. A high score indicates that you see that person to be very unethical. The inter- pretation of what the score represents follows.

Your score is a measure of your perceptions of another person's ethical integrity. Based on previous findings (Craig & Gustafson, 1998), the following interpretations can be made about your total score.

If you scored in this range, it means that you see the person you evaluated as highly ethical. Your impression is that the person is very trustworthy and highly principled.

Scores in this range mean that you see the person as moderately ethical. Your impression is that he or she might engage in some unethical behaviors under certain conditions.

This range is describes people who are seen as very unethical. Your impression is that they do things that are dishonest, unfair, and unprincipled almost any time they have the opportunity.

Although there has been an interest in ethics for thousands of years, very little theoretical research exists on the nature of leadership ethics. This chapter presents an overview of ethical theories as they apply to the leadership process.

Ethical theory provides a set of principles that guide leaders in making decisions about how to act and how to be morally decent. In the Western tradition, ethical theories typically are divided into two kinds: theories about conduct and theories about character. Theories about conduct emphasize the consequences of leader behavior (teleological approach) or the rules that govern their behavior (deontological approach). Virtue-based theories focus on the character of leaders, and they stress qualities such as courage, honesty, fairness, and fidelity.

Ethics plays a central role in the leadership process. Because leadership involves influence and leaders often have more power than followers, they have an enormous ethical responsibility for how they affect other people. Leaders need to engage followers to accomplish mutual goals; therefore, it is imperative that they treat followers and their ideas with respect and dignity. Leaders also playa major role in establishing the ethical climate in their organization, and that role requires leaders to be particularly sensitive to the values and ideals they promote.

__MACOSX/Assesment Files By Module/14/._xid-3854510_2.pdf

Assesment Files By Module/3/MGT560_cyu3a.pdf

__MACOSX/Assesment Files By Module/3/._MGT560_cyu3a.pdf

Assesment Files By Module/4/MGT560_cyu2a.pdf

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

For each adjective listed below, indicate the degree to which you think the adjective describes the leader. Pleaseselect one of the following responsesto indi- cate the strength of your opinion.

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

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

2. Perceptive: Discerning and insightful 2 3 4 5

3. Self-confident: Believes in oneself and one's ability 2 3 4 5

4. Self-assured: Secure with self, free of doubts 2 3 4 5

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

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

7. Trustworthy: Acts believably, inspires confidence 2 3 4 5

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

9. Friendly: Shows kindness and warmth 2 345

10. Outgoing: Talks freely, gets along well with others 2 345

The scores you received on the LTQprovide 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 below provides hypothetical ratings for the first three charac- teristics, which help explain how the questionnaire can be used. For example, on the characteristic Articulate, the leader rated himself or herself significantly higher than the observers did. On the second characteristic, Perceptive, the leader rated himself or herself substantially lower than others. On the Self- confident characteristic, the leader was quite close to others' ratings of his or her leadership.

on leadershi] and their cor there are sigl est in focusil

R1 R2 R3 R4 RS AVE SELF D1F 4 3 5 2 5 3.8 5 -1.2

3 5 5 5 4 4.4 3 +1.4

4 4 5 4 4 4.2 4 +0.2

There are no best ratings on this questionnaire. The purpose of the instrument is to give you a way to assessyour strengths and weaknesses and to evaluate areas where your perceptions are congruent with those of others and where there are discrepancies.

The trait approach has its roots in leadership theory that suggested that cer- tain people were born with special traits that made them great leaders. Because it was believed that leaders and nonleaders could be differentiated by a universal set of traits, throughout the 20th century researchers were challenged to identify the definitive traits of leaders.

Around the mid-20th century, several major studies questioned the basic premise that a unique set of traits defined leadership. As a result, attention shifted to incorporating the impact of situations and of followers

__MACOSX/Assesment Files By Module/4/._MGT560_cyu2a.pdf

Assesment Files By Module/4/MGT560_cyu2b.pdf

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 true

2 = Seldom true

3 = Occasionally true

4 = Somewhat true

5 = Very true

1. I enjoy getting into the details of how things work.

2. As a rule, adapting ideas to people's needs is easy for me.

12345

3. I enjoy working with abstract ideas. 12345

4. Technical things fascinate me. 12345

5. Being able to understand others is the most important 1 2 345 part of my work.

6. Seeing the big picture comes easy for me. 12345

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 12345 communication climate.

9. I am intrigued by complex organizational problems. 12345

10. Following directions and filling out forms comes 12345 easily for me.

11. Understanding the social fabric of the organization 12345 is important to me.

12. I would enjoy working out strategies for my 12345 organization's growth.

13. I am good at completing the things I've been assigned 1 2 345 to do.

14. Getting all parties to work together is a challenge 12345 I enjoy.

15. Creating a mission statement is rewarding work. 12345

16. I understand how to do the basic things required of me. 12345

17. I am concerned with how my decisions affect the lives 12345 of others.

18. Thinking about organizational values and philosophy 12345 appeals to me.

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

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.

The skills approach is a leader-centered perspective that emphasizes the competencies of leaders. It is best represented in the early work of Katz (1955) on the three-skill approach and the more recent work of Mumford and his colleagues (Mumford, Zaccaro, Harding, et aI., 2000), who initiated the development of a comprehensive skills model of leadership.

In the three-skill approach, effective leadership depends on three basic personal skills: technical, human, and conceptual. Although all three skills are important for leaders, the importance of each skill varies between man- agement levels. At lower management levels, technical and human skills are most important. For middle managers, the three different skills are equally important. At upper management levels, conceptual and human skills are most important, and technical skills become less important. Leaders are more effective when their skills match their management level.

__MACOSX/Assesment Files By Module/4/._MGT560_cyu2b.pdf

Assesment Files By Module/4/MGT560_cyu2c.pdf

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.

The styl! ship behavi following. f task score. your relatio

1. Tells group members what they are supposed to do.

2. Acts friendly with members of the group.

3. Sets standards of performance for group members.

4. Helps others feel comfortable in the group.

5. Makes suggestions about how to solve problems.

6. Responds favorably to suggestions made by others.

8. Treats others fairly.

9. Develops a plan of action for the group.

10. Behaves in a predictable manner toward group members.

11. Defines role responsibilities for each group member.

12. Communicates actively with group members.

13. Clarifies his or her own role within the group.

14. Shows concern for the well-being of others.

15. Provides a plan for how the work is to be done.

16. Shows flexibility in making decisions.

17. Provides criteria for what is expected of the group.

18. Discloses thoughts and feelings to group members.

19. Encourages group members to do high-quality work.

20. Helps group members get along.

12345

The style questionnaire is designed to measure two major types of leader- ship 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.

45-50 Very high range

40-44 High range

35-39 Moderately high range

The style approach is strikingly different from the trait approach and skills approach to leadership because the style approach focuses on what leaders do rather than who leaders are. It suggests that leaders engage in two primary types of behaviors: task behaviors and relationship behaviors. How leaders combine these two types of behaviors to influence others is the central focus of the style approach.

The style approach originated from three different lines of research: the Ohio State University studies, the University of Michigan studies, and the work of Blake and Mouton on the Managerial Grid.

Researchers at Ohio State developed a leadership questionnaire called the Leader Behavior Description Questionnaire (LBDQ), which identified initiation of structure and consideration as the core leadership behaviors. The Michigan studies provided similar findings but called the leader behav- iors production orientation and employee orientation.

Using the Ohio State and Michigan studies as a basis, much research has been carried out to find the best way for leaders to combine task and

__MACOSX/Assesment Files By Module/4/._MGT560_cyu2c.pdf

Assesment Files By Module/4/MGT560_cyu2d.pdf

Job Affect

Instructions: For each of the following items, please indicate how you felt at work during the past week.

Very Slightly or Not at All Very Much

1. Active 2 3 4 5 2. Calm 2 3 4 5 3. Distressed 2 3 4 5 4. Sleepy 2 3 4 5 5. Strong 2 3 4 5 6. Excited 2 3 4 5 7. Scornful 2 3 4 5 8. Hostile 2 3 4 5 9. Enthusiastic 2 3 4 5

10. Dull 2 3 4 5 11. Fearful 2 3 4 5 12. Relaxed 2 3 4 5 13. Peppy 2 3 4 5 14. At rest 2 3 4 5 15. Nervous 2 3 4 5 16. Drowsy 2 3 4 5 17. Elated 2 3 4 5 18. Placid 2 3 4 5 19. Jittery 2 3 4 5 20. Sluggish 2 3 4 5

Scoring:

1. Subtract your response to each of the following items from 6: 2 (calm), 4 (sleepy), 10 (dull), 12 (relaxed), 14 (at rest), 16 (drowsy), 18 (placid), and 20 (sluggish).

2. Positive job affect is reflected with two scores, the first signaling general and positive affect and the second denoting "high positive affect"

a. Positive job affect-Where appropriate, employing your adjusted response scores, sum your response scores to the following items: 1, 4, 5, 6, 9, 10, 13, 16, 17, and 20; divide by 10; and enter that score here __ .

b. High positive job affect-Where appropriate, employing your adjusted response scores, sum your response scores to the following items: 1, 5, 6, 9, 13, and 17; divide by 6; and enter that score here

3. Negative job affect is reflected with two scores, the first signaling general and negative affect and the second denoting" high negative affect"

a. Negative job affect-Where appropriate, employing your adjusted response scores, sum your response scores to the following items: 2, 3, 7, 8, 11, 12, 14, 15, 18, and 19; divide by 10; and enter that score here __ .

b. High negative job affect-Where appropriate, employing your adjusted response scores, sum your response scores to the following items: 3, 7, 8, 11, 15, and 19; divide by 6; and enter that score here

Interpretation: The job affect test is designed to measure "mood at work"-that is, how people felt at work, while on the job, during the past week. A high score (4 and greater) implies a high level of affect (ie., positive, negative, high positive, and high negative) A low score (2 or less) implies a low level of affect (i.e, positive, negative, high positive, and high negative).

Mood at work, as assessed here, is a state-based condition. As a state-based condition, peo- ple can express different moods, depending upon the state to which they are exposed

Mood can, however, be relatively stable across emotional states (situations) and across time. It has been noted that some people have a "sunny" disposition-seeing the glass as almost full as opposed to almost empty. Others nearly always appear gloomy. Affectivity (to be distinguished

EXERCISE Self-Assessment

from affect as measured by this instrument) essentially reflects an individual's pervasive mood. Negative affectivity and high negative affectivity reflect negative emotionality. Those people are distressed, scornful, hostile, fearful, nervous, and jittery. Positive affectivity and high positive affectivity reflect positive emotionality. These individuals tend to feel active, excited, enthusias- tic, peppy, and strong. Leaders who have strong positive affect (and/or affectivity) are charac- terized as possessing an air of confidence, competency, and optimism. They tend to transfer their energy to others and to be characterized as leaders of cohesive, productive work groups.

Source: M. J. Burke, A. P. Brief, J. M. George, L. Roberson, and J. Webster, Measuring Affect at Work: Confirmatory Analyses of Competing Mood Structures with Conceptual Linkage to Cortical Regulatory Systems, Journal of Personality and Social Psychology 57 (1989), pp. 1091-1102. Copyright 1989, American Psychological Association, adapted with permission of publisher and A. P. Brief.

__MACOSX/Assesment Files By Module/4/._MGT560_cyu2d.pdf

Assesment Files By Module/6/MGT560_cyu5a.pdf

Ired [ary

lOW

For lent ·our e in

Instructions: Look at the following four leadership situations and indicate what the development level is in each situation, which leadership style each response represents, and which leadership style is needed in the situation (action A, B, C, or D?).

ver- ices her ices lity. Iyz- )f a

Because of budget restrictions imposed on your department, it is necessary to consolidate. You are thinking of asking a highly capable and experienced member of your department to take charge of the consolidation. This person has worked in all areas of your department and has the trust and respect of most of the staff. She is very willing to help with the consolidation.

A. Assign the project to her and let her determine how to accomplish it.

B. Assign the task to her, indicate to her precisely what must be done, and supervise her work closely.

C. Assign the task to her and provide support and encouragement as needed.

D. Assign the task to her and indicate to her precisely what needs to be done but make sure you incorporate her suggestions.

You have recently been made a department head of the new regional office. In getting to know your departmental staff, you have noticed that one of your inexperienced employees is not following through on assigned tasks. She is enthusiastic about her new job and wants to get ahead in the organization.

A. Discuss the lack of follow-through with her and explore the alternative ways this problem can be solved.

B. Specify what she must do to complete the tasks but incorporate any sug- gestions she may have.

C. Define the steps necessary to complete the assigned tasks and monitor her performance frequently.

D. Let her know about the lack of follow-through and give her more time to improve her performance.

Because of a new and very important unit project, for the past 3 months you have made sure that your staff members understood their responsibilities and expected level of performance, and you have supervised them closely. Due to some project setbacks recently, your staff has become somewhat discour- aged. Their morale has dropped, and so has their performance.

A. Continue to direct and closely supervise their performance.

B. Give the group members more time to overcome the setbacks but occasionally check their progress.

C. Continue to define group activities but involve the group members more in decision making and incorporate their ideas.

D. Participate in their problem-solving activities and encourage and support their efforts to overcome the project setbacks.

As a director of the sales department, you have asked a member of your staff to take charge of a new sales campaign. You have worked with this per- son on other sales campaigns, and you know he has the job knowledge and experience to be successful at new assignments. However, he seems a little unsure about his ability to do the job.

A. Assign the new sales campaign to him and let him function on his own.

B. Set goals and objectives for this new assignment but consider his sugges- tions and involve him in decision making.

C. Listen to his concerns but assure him he can do the job and support his efforts.

D. Tell him exactly what the new campaign involves and what you expect of him, and supervise his performance closely.

SOURCE: Adapted from Game Plan for Leadership and the One Minute Manager (Figure 5.20, Learning Activity, p. 5), by K. Blanchard, P. Zigarmi, and D. Zigarmi, 1992, Escondido, CA: Blanchard Training and Development (phone 760-489-5005). Used with permission.

Now SE

three diffE

A brief discussion of the correct answers to the Brief Questionnaire will help to explain the nature of situational leadership questionnaires.

Situation 1 in the Brief Questionnaire describes a common problem faced by organizations during downsizing: having to consolidate. In this particular situation, the leader has identified a person to direct the downsizing project who appears to be highly competent, experienced, and motivated. According to the SUI model, this person is at developmental level 4, which calls for a delegative approach. Of the four response alternatives, it is the (A) response, "Assign the project to her and let her determine how to accomplish it," that best represents delegating (S4): low supportive and low directive leadership.

Situation 2 describes a problem familiar to leaders at all levels in nearly all organizations: lack of follow-through by an enthusiastic employee. In the given example, the employee falls in developmental level 1 because she lacks the experience to do the job even though she is highly motivated to succeed. The SUI approach prescribes directing (S1)leadership for this type of employee. She needs to be told when and how to do her specific job. After she is given direc- tions, her performance should be supervised closely. The correct response is (C),"Define the steps necessary to complete the assigned tasks and monitor her performance frequently."

Situation 3 describes a very different circumstance. In this situation, the employees seem to have developed some experience and an understanding of what is required of them, but they have lost some of their motivation to com- plete the task. Their performance and commitment have stalled because of recent setbacks, even though the leader has been directing them closely. According to SUI, the correct response for the leader is to shift to a more sup- portive coaching style (S2) of leadership. The action response that reflects coaching is (C), "Continue to define group activities but involve the group members more in decision making and incorporate their ideas."

~ger rmi,

Situation 4 describes some of the concerns that arise for a director attempt- ing to identify the correct person to head a new sales campaign. The person identified for the position obviously has the skills necessary to do a good job with the new sales campaign, but he appears apprehensive about his own abil- ities. In this context, SUI suggests that the director should use a supportive style (S3),which is consistent with leading employees who are competent but lacking a certain degree of confidence. A supportive style is represented by action response (C), "Listen to his concerns but assure him he can do the job and support his efforts."

Now select two employees. Diagnose their current development level on three different tasks and your style of leadership in each situation. Is there a

match? If not, what specifically can you do for them as a leader to ensure that they have what they need to succeed?

Situational leadership is a prescriptive approach to leadership that suggests how leaders can become effective in many different types of organizational settings involving a wide variety of organizational tasks. This approach pro- vides a model that suggests to leaders how they should behave based on the demands of a particular situation.

Situational leadership classifies leadership into four styles: S I is high directive-low supportive, S2 is high directive-high supportive, S3 is low directive-high supportive, and S4 is low directive-low supportive. The situational leadership (SLII) model describes how each of the four leadership styles applies to subordinates who work at different levels of development, from D I (low in competence and high in commitment), to D2 (moderately competent and low in commitment), to D3 (moderately competent but lacking commitment), to D4 (great deal of competence and a high degree of commitment).

There are four major strengths to the situational approach. First, it is rec- ognized by many as a standard for training leaders. Second, it is a practical approach that is easily understood and easily applied. Third, this approach sets forth a clear set of prescriptions for how leaders should act if they want to enhance their leadership effectiveness. Fourth, situational leadership rec- ognizes and stresses that there is not one best style of leadership; instead,

Effective leadership occurs when the leader can accurately diagnose the development level of subordinates in a task situation and then exhibit the prescribed leadership style that matches that situation.

Leadership is measured in this approach through the use of question- naires that ask respondents to assess a series of work-related situations. The questionnaires provide information about the leader's diagnostic ability, flexibility, and effectiveness. They are useful in helping leaders to learn about how they can change their leadership style to become more effective across different situations.

org560_cyu3a.pdf

org560_cyu3b
org560_cyu3a.pdf

org560_cyu3b

__MACOSX/Assesment Files By Module/6/._MGT560_cyu5a.pdf

Assesment Files By Module/6/MGT560_cyu5b.pdf

••..Vllll"~

LEAST PREFERRED COWORKER (LPC) MEASURE I ScorinJ

Instructions: Think of the person with whom you can work least well. He or Your she may be someone you work with now or someone you knew in the past. If your ~ He or she does not have to be the person you like the least but should be the motivat person with whom you had the most difficulty in getting a job done. Describe which n this person as he or she appears to you by circling the appropriate number for high LPI each of the following items. .

Beca 1. Pleasant 8 7 6 5 4 3 2 1 Unpleasant I is believ

to remai 2. Friendly 8 7 6 5 4 3 2 1 Unfriendly I remain t

test-rete 3. Rejecting 1 2 3 4 5 6 7 8 Accepting

4. Tense 1 2 3 4 5 6 7 8 Relaxed

5. Distant 1 2 3 4 5 6 7 8 Close

6. Cold 1 2 3 4 5 6 7 8 Warm I SUMM,

7. Supportive 8 7 6 5 4 3 2 1 Hostile I Continge

8. Boring 1 2 3 4 5 6 7 8 Interesting I on only t

in which

9. Quarrelsome 1 2 3 4 5 6 7 8 Harmonious importanl

10. Gloomy 1 2 3 4 5 6 7 8 Cheerful Tome: Preferred

11. Open 8 7 6 5 4 3 2 1 Closed highly tas

12. Backbiti ng 1 2 3 4 5 6 7 8 Loyal I die LPCs) To me

13. Untrustworthy 1 2 3 4 5 6 7 8 Trustworthy I relations, I

point to th 14. Considerate 8 7 6 5 4 3 2 1 Inconsiderate r In general

extremes a 15. Nasty 1 2 3 4 5 6 7 8 Nice

16. Agreeable 8 7 6 5 4 3 2 1 Disagreeable , The strc

amount of

17. Insincere 1 2 3 4 5 6 7 8 Sincere of situatiou leaders not

18. Kind 8 7 6 5 4 3 2 1 Unkind ership prof

Your final LPCscore is the sum of the numbers you circled on the 18 scales. If your score is 57 or below, you are a low LPC,which suggests that you are task motivated. If your score is within the range of 58 to 63, you are a middle LPC, which means you are independent. People who score 64 or above are called high LPCs,and they are thought to be more relationship motivated.

Because the LPCis a personality measure, the score you get on the LPCscale is believed to be quite stable over time and not easily changed. Low LPCstend to remain low, moderate LPCstend to remain moderate, and high LPCstend to remain high. As was pointed out earlier in the chapter, research shows that the test-retest reliability of the LPCis very strong (Fiedler & Garcia, 1987).

Contingency theory represents a shift in leadership research from focusing on only the leader to looking at the leader in conjunction with the situation in which the leader works. It is a leader-match theory that emphasizes the importance of matching a leader's style with the demands of a situation.

To measure leadership style, a personality-like measure called the Least Preferred Coworker (LPC) scale is used. It delineates people who are highly task motivated (low LPCs), those who are socio-independent (mid- dle LPCs), and those who are relationship motivated (high LPCs). To measure situations, three variables are assessed: leader-member

relations, task structure, and position power. Taken together, these variables point to the style of leadership that has the best chance of being successful. In general, contingency theory suggests that low LPCs are effective in extremes and that high LPCs are effective in moderately favorable situations.

The strengths of contingency theory include that it is backed by a large amount of research, it is the first leadership theory to emphasize the impact of situations on leaders, it is predictive ofleadership effectiveness, it allows leaders not to be effective in all situations, and it can provide useful lead- ership profile data.

On the negative side, contingency theory can be criticized because it has not adequately explained the link between styles and situations, and it relies

__MACOSX/Assesment Files By Module/6/._MGT560_cyu5b.pdf

Assesment Files By Module/6/MGT560_cyu5c.pdf

Instructions: This questionnaire contains questions about different styles of path-goal leadership. Indicate how often each statement is true of your own behavior.

Key: 1 = Never 2 = Hardly 3 = Seldom 4 = Occasionally 5 = Often 6 = Usually 7 = Always

ever

1. I let subordinates know what is expected of them.

2. I maintain a friendly working relationship with subordinates.

3. I consult with subordinates when facing a problem.

4. I listen receptively to subordinates' ideas and suggestions.

5. I inform subordinates about what needs to be done and how it needs to be done.

6. I let subordinates know that I expect them to perform at their highest level.

7. I act without consulting my subordinates.

8. I do little things to make it pleasant to be a member of the group.

9. I ask subordinates to follow standard rules and regulations.

10. I set goals for subordinates' performance that are quite challenging.

11. I say things that hurt subordinates' personal feelings.

12. I ask for suggestions from subordinates concerning how to carry out assignments.

13. I encourage continual improvement in subordinates' performance.

14. I explain the level of performance that is expected of subordinates.

15. I help subordinates overcome problems that stop them from carrying out their tasks.

16. I show that I have doubts about subordinates' ability to meet most objectives.

234567

• Direct high, '

• Suppa high, ;

• Partici high, ;

• Achie\ consid

The scorl mation abou less often. In relative to yc

17. I ask subordinates for suggestions on what assignments should be made.

18. I give vague explanations of what is expected of subordinates on the job.

19. I consistently set challenging goals for subordinates to attain.

20. I behave in a manner that is thoughtful of subordinates' personal needs.

SOURCES:Adapted from A Path-Goal Theory Investigation of Superior Subordinate Relationships,by J. Indvik, unpublished doctoral dissertation, University of Wisconsin- Madison, 1985, and Indvik (1988). Based on the work of House and Dessler (1974) and House (1976) cited in Fulk and Wendler (1982). Used by permission.

SCoring

1. Reverse the scores for items 7,11,16, and 18.

3. Supportive style: Sum of scores on items 2,8,11,15, and 20.

4. Participative style: Sum of scores on items 3, 4, 7, 12, and 17.

5. Achievement-oriented style: Sum of scores on items 6, 10, 13, 16, and 19.

Scoring Interpretation • Directive style: A common score is 23; scores above 28 are considered

high, and scores below 18 are considered low. • Supportive style: A common score is 28; scores above 33 are considered

high, and scores below 23 are considered low. • Participative style: A common score is 21; scores above 26 are considered

high, and scores below 16 are considered low. • Achievement-oriented style: A common score is 19; scores above 24 are

considered high, and scores below 14 are considered low.

The scores you received on the path-goal questionnaire provide infor- mation about which style of leadership you use most often and which you use less often. In addition, you can use these scores to assessyour use of each style relative to your use of the other styles.

__MACOSX/Assesment Files By Module/6/._MGT560_cyu5c.pdf

Assesment Files By Module/6/MGT560_cyu5d.pdf

Instructions: This questionnaire contains items that ask you to describe your relationship with either your leader or one of your subordinates. For each of the items, indicate the degree to which you think the item is true for you by circling one of the responses that appear below the item.

1. Do you know where you stand with your leader (follower) ... [and] do you usually know how satisfied your leader (follower) is with what you do?

A little

Moderately

Mostly

A great deal

Fully

4. Regardless of how much formal authority he or she has built into his or her posi- tion, what are the chances that your leader (follower) would use his or her power to help you solve problems in your work?

High

Very high

5. Again, regardless of the amount of formal authority your leader (follower) has, what are the chances that he or she would "bail you out" at his or her expense?

Small

High

Very high

6. I have enough confidence in my leader (follower) that I would defend and justify his or her decision if he or she were not present to do so.

Strongly disagree

Strongly agree

Extremely ineffective

Extremely effective

Worse than average

Better than average

SOURCE: Reprinted from "Relationship-Based Approach to Leadership: Development of Leader-Member Exchange (LMX) Theory of Leadership Over 25 Years: Applying a Multi-Level, Multi-Domain Perspective," by G. B. Graen and M. Uhl-Bien. 1995, Leadership Quarterly, 6(2), 219-247. Copyright © 1995. Reprinted with permission from Elsevier Science.

Although the LMX 7 is most commonly used by researchers to explore theoretical questions, you can also use it to analyze your own leadership. You can interpret your LMX 7 scores using the following guidelines: very high == 30-35, high == 25-29, moderate == 20-24, low == 15-19, and very low == 7-14. Scores in the upper ranges indicate stronger, higher-quality leader-member exchanges (e.g., in-group members), whereas scores in the lower ranges indicate exchanges of lesser quality (e.g., out-group members).

__MACOSX/Assesment Files By Module/6/._MGT560_cyu5d.pdf

Assesment Files By Module/7/MGT560_cyu7a.pdf

>me- a be been atis-

SAMPLE ITEMS FROM THE MULTIFAGOR LEADERSHIP QUESTIONNAIRE (MLQ) FORM 5X-SHORT

:tion rma- laire :yof

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 exemplified below, you can get a

sense of your own belief about your leadership.

Not at all

o Sometimes

Fai rly often

3 Frequently, if not always

'ans- ders )ach tives :ents 1 for ) act lrga-

I re-examine critical assumptions to question whether

they are appropriate

:ings 985) anal

I make clear what one can expect to receive when

performance goals are achieved

Management by Exception: Active

Management by

Exception: Passive

SOURCE: Reproduced by special permission of the publisher, Mind Garden, Inc., Menlo Park, CA USA, www.mindgarden.com from the Mulllfacror Leadership Questiollnaire for Research by Bernard M. Bass and Bruce

http://www.mindgarden.com

__MACOSX/Assesment Files By Module/7/._MGT560_cyu7a.pdf

Assesment Files By Module/7/MGT560_cyu7b.pdf

TEAM EXCELLENCE AND COLLABORATIVE TEAM LEADER QUESTIONNAIRE

Instructions: This questionnaire contains questions about your team and the leadership within this team. Indicate whether you feel each statement is true or not true of your team. Use the following scale:

1. There is a clearly defined need-a goal to be achieved or a purpose to be served-that justifies the existence of our team. (team: clear, elevating goal)

2. We have an established method for monitoring individual performance and providing feedback. (team: results-driven structure)

3. Team members possess the essential skills and abilities to accomplish the team's objectives. (team: competent team members)

4. Achieving our team goal is a higher priority than any individual objective. (team: unified commitment)

5. We trust each other sufficiently to accurately share information, perceptions, and feedback. (team: collaborative climate)

6. Our team exerts pressure on itself to improve performance. (team: standards of excellence)

7. Our team is given the resources it needs to get the job done. (team: external support and recognition)

8. If it's necessary to adjust the team's goal, our team leader makes sure we understand why. (leadership: focus on the goal)

9. Our team leader creates a safe climate for team members to openly and supportively discuss any issue related to the team's success. (leadership: ensure a collaborative climate)

10. Our team leader looks for and acknowledges contributions by team members. (leadership: build confidence)

11. Our team leader understands the technical issues we must face in achieving our goal. (leadership: demonstrate sufficient technical know-how)

12. Our team leader does not dilute our team's effort with too many priorities. (leadership: set priorities)

13. Our team leader is willing to confront and resolve issues associated with inadequate performance by team members. (leadership: manage performance)

SOURCE: Questions 1-7: Adapted from the Team Excellence Survey (copyright 1987 LaFasto and Larson; portions reprinted with permission of Profact). Questions 8-13: Adapted from the Collaborative Team Leader Instrument (copyright 1996 LaFasto and Larson; portions reprinted with permission).

In addition to such targeted questions on each of the criteria of excellence, the complete surveys also ask open-ended questions to allow team members to comment on issues that might not be specifically covered in the directed ques- tions, such as strengths and weaknesses of the team and its leadership, necessary changes, problematic norms, or issues that need to be addressed. The complete version of the survey is given to team members and the team leader, and all are involved in the diagnosis and the resulting action planning. Such a method is clearly consistent with the empowerment movement in organizational teams and helps address the enormous complexity involved in making teams effective.

The increased importance of organizational teams and the leadership needed for them has produced a renewed interest in team leadership theory. The team leadership model provides a framework in which to study the sys- tematic factors that contribute to a group's outcomes or general effective- ness. Within this approach, the critical function of leadership is to help the

__MACOSX/Assesment Files By Module/7/._MGT560_cyu7b.pdf

Assesment Files By Module/7/MGT560_cyu7c.pdf

EXERCISE Self-Assessment

Participatory Leadership Attitudes

Instructions: In the section below, you will see a series of statements. Please indicate your agreement or disagreement. Use the scale below for each statement.

For example: It is easier to work in cool weather than in hot.