Download Comparing management and leadership: Rost

Comparing management and leadership: Rost

Leadership
o an influence relationship;
o leaders and followers;
o intend real changes;
o intended changes reflect mutual purposes.

Management
o an authority relationship;
o managers and subordinates;
o produce and sell goods and/or services;
o goods/services result from coordinated activities. (page 149)
Comparing management and leadership: Kotter

Management:
o planning and budgeting,
o organizing and staffing,
o controlling and problem-solving;
o produces predictability, order, consistency.

Leadership:
o establishing direction,
o aligning people,
o motivating and inspiring;
o produces useful, dramatic change.
Let's Get Rid of Management
People don't want to be managed. They want to be led.
Whoever heard of a world manager:
World leader, yes.
Educational leader. Political leader. Religious leader. Scout leader.
They lead.
They don't manage.
The carrot always wins over the stick.
Ask your horse.
You can lead your horse to water,
but you can't manage him to drink.
If you want to manage somebody, manage yourself.
Do that well and you'll be ready to stop managing. And start leading.
A message as published in the Wall Street Journal by United Technologies Corporation and
reprinted in Leaders: The Strategies for Taking Charge by Warren Bennis and Burt Nanus.
John P. Kotter. Leading Change, 1996

Leadership means :
o establishing direction -- developing a vision of the future, and the
strategies to create it;
o aligning people -- communicating direction in words and deeds
to everyone whose cooperation is needed to create the vision;
o motivating and inspiring -- energizing people to overcome major
political, bureaucratic, and resource barriers to change by
satisfying basic, but often unfulfilled, human needs.
Changing definitions of leadership….

1927: “...the ability to impress the will of the leader on those led and
induce obedience, respect, loyalty, and cooperation.” (Steward, in
Moore, 1927)

1930’s: “…interaction between specific traits of one person and other
traits of the many, in such a way that the course of action of the many
is changed by the one.” (Bogardus, 1934)

1940’s: “Leadership…is the art of influencing…people by persuasion or
example to follow a line of action. It must never be confused with
drivership…which is the art of compelling…people by intimidation or
force to follow a line of action.” (Copeland, 1942)

1950’s: “...the process (act) of influencing the activities of an organized
group in its efforts towards goal setting and goal achievement.”
(Stogdill, 1950/1958)

1960’s: “…acts by persons which influence other persons in a shared
direction.” (Seeman, 1960)

1970’s: “…a process in which an individual takes initiative to assist a
group to move towards the production goals that are acceptable to
maintain the group, and to dispose the needs of individuals within the
group that compelled them to join it.” (Boles and Davenport, 1975)

1980s…. Leaders as managers of meaning. Leaders as charismatic
and visionary. Focus on successful ‘top’leaders.

1990s…. Dispersed leadership - Leaders are not ‘heroic’ or formally
designated but widely dispersed. Nurture leadership capacity in others,
dispersion of leadership through teams, recognition of non-traditional
leadership skills, e.g. organizing, networking

2000s…the process of influencing others to understand and agree
about what needs to be done and how it can be done effectively, and
the process of facilitating individual and collective efforts to accomplish
the shared objectives. Yukl(2002)
A New Conceptual Model
TRADITIONALLEADERSHIP
Envision
Communicate
Inspire
Energise
Create
Innovate
Discover
Spot opportunity
Mobilise
TRADITIONALMANAGERIAL
Direct
Develop
Focus
Plan
Schedule
Allocate
Delegate
Provide continuity
Manage quality
NEW LEADER-MANAGER
Learn
Encourage
Open
Handle Ambiguity
Break down barriers
Partner
Encourage
Enable
Co-create
Leadership Theories: 20th Century History

1900’s: the “great man” theories -- it’s an innate ability; who is born to
lead?

1930’s: group theory -- how leadership emerges and develops in small
groups.

1940’s - 50’s: trait theory -- what universal traits are common to all
leaders.

1950’s - 60’s: behaviour theory -- what key behavioural patterns result
in leadership.

1960’s - 70’s: contingency/situational -- establish which leadership
behaviours succeeded in specific situations.

1980’s - 2000s: excellence -- what interaction of traits, behaviours, key
situations, and group facilitation allows people to lead organizations to
excellence?
Activity - Leadership vs. Management
What is the difference between management and leadership?
List the differences between being a leader and being a manager.
Manager
Leader
Activity - Quotes
"Leadership is the desire and ability to inspire individual achievement, while a
leader is just a guy at the top of the heap worried about his own" --Keith
Mullen
The real leader has no need to lead - he is content to point the way.
- Henry Miller
Leadership consists not in degrees of technique but in traits of character; it
requires moral rather than athletic or intellectual effort, and it imposes on both
leader and follower alike the burdens of self-restraint.
- Lewis H. Lapham
People ask the difference between a leader and a boss. . . The leader works
in the open, and the boss in covert. The leader leads, and the boss drives.
- Theodore Roosevelt
The first responsibility of a leader is to define reality. The last is to say thank
you.
- Max DePree
A friend of mine characterizes leaders simply like this: "Leaders don't inflict
pain. They bear pain."
- Max DePree
To lead people, walk beside them ...
As for the best leaders, the people do not notice their existence.
The next best, the people honor and praise.
The next, the people fear;
and the next, the people hate ...
When the best leader's work is done the people say,
"We did it ourselves!"
- Lao-tsu
Leadership is understanding people and involving them to help you do a job.
That takes all of the good characteristics, like integrity, dedication of purpose,
selflessness, knowledge, skill, implacability, as well as determination not to
accept failure.
- Admiral Arleigh A. Burke
Lead and inspire people. Don't try to manage and manipulate people.
Inventories can be managed but people must be lead.
- Ross Perot
The very essence of leadership is its purpose. And the purpose of leadership
is to accomplish a task. That is what leadership does--and what it does is
more important than what it is or how it works.
- Colonel Dandridge M. Malone
The leader has to be practical and a realist, yet must talk the language of the
visionary and the idealist.
- Eric Hoffer
Leadership should be born out of the understanding of the needs of those
who would be affected by it.
- Marian Anderson
Leadership is practiced not so much in words as in attitude and in actions.
- Harold Geneen
The task of the leader is to get his people from where they are to where they
have not been.
- Henry Kissinger
The quality of a leader is reflected in the standards they set for themselves.
- Ray Kroc, Founder of McDonald's
Activity - Leadership Theories and Styles
The trait approach to leadership
The behaviour school (Macgregor, Blake and Mouton)
The contingency or situational school (Fielder, Hersey-Blanchard,
Tannenbaum & Smidt, Adair)
Leaders and followers (Servant Leadership, Team leadership, Transactional
and Transformational Leadership)
Dispersed leadership
Activity - To build a leadership skills development plan.
Leadership Skills
Find a vision
Establish team values
Set norms
Identify expectations
Nurture collaboration
Build trust
Conduct effective
meetings
Make meaningful
decisions
Manage conflict
Problem solve efficiently
Set goals
Plan effectively
Share information
Communicate
successfully
Leadership Growth Plan
Leadership
Growth
Skills to
Objective(s)
Improve
for each
Skill
Example:
To conduct
team
meetings
Meeting
Facilitation where more
people
participate
Activities
1. Ask
selected
team
members
for honest
feedback.
2. Have
the H.R.
Manager
critique a
meeting
People
Who
can
Help
H.R.
Manager
& peers
Coach others
Train for competency
Give productive
feedback
Mange change
Assess performance
Indicators
of
Success
Timeline
15%
increase
of team
members
speaking
at
meetings
by the end
of the
quarter.
1. Obtain
feedback
after the
first three
meetings.
2. Try at
least one
new
strategy
every two
meetings.
The role of Leadership
Effective leadership is a personal role that requires the blending of
motivational, strategic and management skills to align focus, energy and drive
whilst creating a culture that encourages individual thinking and attainment.
Ultimately leadership is about pushing ideas and thoughts forwards,
shouldering responsibility and unlocking hidden drivers and aspirations to
bring out the confidence of others. Harnessing energy in a strategic way that
inspires and unites a team towards achieving some common task.
Although working practices have undergone dramatic change, the essential
qualities of a good leader remain remarkably unchanged, the only point to
note being that with the flattening of company structures and loss of middlemanagement, leaders are required to have greater project management and
influencing skills than in the past.
Summary of key leadership skills:






Visionary – know what needs to be achieved and how to go about
achieving it
Inspirational – create and bring to life an image of how things can be
Aware – understand each individual's abilities, limitations, motives and
drivers
Influential – use vision, argument and important stakeholders to sway
opinion
Trustworthy – speak honestly and openly and expect the same from
others
Managerial – keep track of progress against targets and take action on
slippage
Leadership Skills
Find a vision
Establish team values
Set norms
Identify expectations
Nurture collaboration
Build trust
Conduct effective
meetings
Make meaningful
decisions
Manage conflict
Problem solve efficiently
Set goals
Plan effectively
Share information
Communicate
successfully
Coach others
Train for competency
Give productive
feedback
Mange change
Assess performance
Leadership Roles
Create an Inspiring Vision & Lead by Example




Create an inspiring vision; establish shared values; give direction
and set stretch goals
Manage change strategically, take risks, create change; lead
change; manage resistance to change
Lead by example; practice what you preach; set an example, and
share risks or hardship
Demonstrate confidence; win respect and trust without courting
popularity
Empower, Inspire, and Energize People




Be enthusiastic; inspire and energize people; create a positive work
environment
Empower people; delegate authority; be open to ideas; have faith in
the creativity of others
Communicate openly and honestly; give clear guidelines; set clear
expectations
Empathize; be willing to discuss and solve problems; listen with
understanding; support and help
Build and Lead a Team




Use team approach; facilitate cooperation; involve everyone; trust your
group; rely on their judgment
Bring out the best in your people; have common touch with them;
coach and provide effective feedback
Permit group decision; help your team reach better decisions
Monitor progress, but don't micromanage, lead your team; avoid close
supervision; do not over boss; do not dictate; lead team selfassessment
THE ART OF LEADERSHIP
• A leader is one who has followers.
• A leader deserves to have followers if he or she has earned recognition.
Authority alone is no longer enough to command respect.
• A leader sees things through the eyes of followers.
• A leader puts himself or herself in the shoes of the follower and helps make
their dreams come true.
• A leader does not say, “Get going!” Instead, a leader says “Let’s go!” and
leads the way.
• A leader does not walk behind with a whip, but is out in front with a banner.
• A leader assumes that followers are working with the leader, not for the
leader.
• A leader considers followers to be partners in the work and sees to it that
everyone share in the rewards.
• A leader glorifies team spirit.
• A leader duplicates himself or herself in others.
• A leader is a person builder, helping followers grow big because the more
big people there are, the stronger the organization.
• A leader does not hold others down, but lifts them up.
• A leader reaches out his or her hand to help followers scale the peaks.
• A leader has faith in people, believes in them, trusts them, and thus draws
out the best in them, enabling them to rise to high expectations.
• A leader is a self-starter.
• A leader creates plans and sets them in motion.
• A leader is a person of thought and of action, both a dreamer and a doer.
• A leader has a sense of humour.
• A leader is not a stuffed shirt.
• A leader can laugh at himself or herself.
• A leader has a humble spirit.
• A leader can be led by others.
• A leader is not interested in having his or her own way, but works to find the
best way.
• A leader always has an open mind.
• A leader has high goals, strives to make the efforts of himself or herself and
his or her followers contribute to the enrichment of the entire group
Identifying your Leadership Style
Having covered the theory, concerning leadership styles we need now to
 Consider what managerial practices are associated with particular
styles and in turn, with particular stages in team maturity
 Identify your own practice and your naturally preferred style
The broad conclusions point towards managers practising a leadership style
or styles which
 They can feel comfortable with as an individual themselves
 Satisfy the task, team and individual needs of their team
 Are adapted to the particular situation, being suited to
The task (quantity, quality, definition, structure, time, priority etc)
The people (age, sex, status, experience, culture, commitment,
intelligence, skills, ability, feelings, motivation, etc)
the context of the company culture and mission
The term leader has two major definitions
 An exemplary performer the best or outstanding performer in a
particular field of endeavour
 One who directs, motivates and guides the actions of others
It is carrying out the second function, which we call leadership, not all
exemplary performers are good at leadership and the reverse is true; not all
good leaders of others are necessarily exemplary performers.
Varying Leadership Style
• Three factors that influence which leadership style to use.
1. The manager’s personal background: What personality, knowledge,
values, ethics, and experiences does the manager have. What does he
or she think will work?
2. Staff being supervised: Staff individuals with different personalities
and backgrounds; the leadership style used will vary depending upon
the individual staff and what he or she will respond best to
3. The organization: The traditions, values, philosophy, and concerns
of the organization influence how a manager acts
Determining the Best
Leadership Style
• Should leaders be more task or relationship (people) oriented
• Leaders have a dominant style, one they use in a wide variety of situations
• No one best style - leaders must adjust their leadership style to the situation
as well as to the people being led
• Many different aspects to being a great leader - a role requiring one to play
many
AUTOCRATIC - Characteristics
 Tells others what to do
 Limits discussion on ideas and new ways of doing things
 Group does not experience feeling of teamwork
WHEN EFFECTIVE
 Time is limited
 Individuals/Group lack skill and knowledge
 Group does not know each other
WHEN INEFFECTIVE
 Developing a strong sense of team is the goal
 Some degree of skill/knowledge is in members
 Group wants an element of spontaneity in their work
DEMOCRATIC - Characteristics
 Involves group members in planning and carrying out activities
 Asks before tells
 Promotes the sense of teamwork
WHEN EFFECTIVE
 Time is available
 Group is motivated and/or a sense of team exists
 Some degree of skill or knowledge among members of group
WHEN INEFFECTIVE
 Group is unmotivated
 No skill/knowledge is in members
 High degree of conflict present
LAISSEZ-FAIRE - Characteristics
 Gives little or no direction to group/individuals
 Opinion is offered only when requested
 A person does not seem to be in charge
WHEN EFFECTIVE
 High degree of skill and motivation
 Sense of team exists
 Routine is familiar to participants
WHEN INEFFECTIVE
 Low sense of team/interdependence
 Low degree of skill/knowledge is in members

Group expects to be told what to do
Top 10 Qualities of an Effective Leader
We all strive to be a truly great Leader: a leader who earns the respect of
many, someone who is inspiring, in short, a pleasure to work for. But it’s not
easy, and as many of us know, great leaders are few and far between.
So what are the Top 10 Qualities that make a Leader effective?
1. Integrity - Integrity fosters trust, which in turn builds loyalty. A leader
with loyal staff has the capability to be very effective. They have staff
that they know they can rely on and, in turn, their staff are confident in
their abilities to deliver knowing they have the support of their leader.
2. Empower - An effective leader empowers his or her staff to perform at
their best. This means creating an environment for success: setting
boundaries so that people can take responsibility, creating
opportunities that allow people to challenge their abilities, motivating
people to find new and innovative ways, all while also ensuring support
structures are in place.
3. Motivation - People perform at their best when they are happy and
motivated. But there is much more to motivation than salary or
bonuses. A leader that understands his or her employees can set
challenging yet achievable goals and rewards in a variety of ways.
People can be motivated by interesting work, by being part of an
effective team, by the prospect of learning new skills, or by the
knowledge that their hard work will be recognised and appreciated.
4. Delegate - An effective leader understands the skills and abilities of his
or her staff, and knows how to delegate. Effective delegation is
selecting the right person to do the work, given the constraints of skill
requirements and time. Delegation is entrusting the person with the
responsibility to complete the work. It includes setting clear guidelines
and expectations as well as boundaries for decision-making
responsibilities.
5. Adaptable - The business environment is an ever-changing one. All
leaders must be able to quickly adjust, understanding the implications
of the changes and adjusting goals and strategies accordingly. An
adaptable leader sets an example to his/her employees and leads the
way in demonstrating new ways of working and/or behaving.
6. Takes action - An effective leader takes action. If they see a problem
they address it. This may seem obvious, but all to often there are
decisions that many managers find too difficult to take, so they put it off
until a later date. Or perhaps they move the problem for someone else
to solve, such as the poor performing employee that gets moved
around the organisation.
7. Networker - Anyone can obtain the organisation chart, but what is
more useful for any leader is to understand the real network within the
business. Who are the key people that can make things happen? It’s
about understanding who affect the decisions you make today and in
the future, and ensuring you have a good relationship with them.
8. Understands the Business Culture - For any leader to be successful
in a business they need to understand it’s culture. This means they
understand the goals and strategic drivers, they appreciate the future
vision for the business, and they know how things happen.
Understanding how the ‘wheels turn’ within a business helps a
manager work more effectively and equally helps them contribute to
the overall strategy and goals.
9. Role Model - An effective leader sets an example, to all staff, of
appropriate behaviour and performance standards. It may seem
obvious, but it is extremely difficult to expect others to behave in a
particular way, if you yourself do not set such an example.
10. Value people above all else - A job well done is not about systems or
processes or figures; it’s about people. An effective leader recognises
the importance of people in business, and shows everyone respect
regardless of the role that they play. An effective leader listens to
people; is fair and understanding. This doesn’t mean they can always
keep everyone happy; because as a leader this simply isn’t the case,
however if a decision is reached though a fair process people
understand how the outcome was reached even if they don’t
necessarily agree with result.
There are many qualities, which make a Leader effective. These top 10
qualities are good starting points and should provide guidance in improving
your leadership skills.
How to Choose a Leadership Pattern
Tannebaum and Schmidt
Subordinate Centred leadership
Boss Centred leadership
Use of Discretion by
Subordinates
Use of Authority by
Manager
Shared Control
Leader
control
Manager
‘tells’
decision
Manager
‘sells’
decision
Manager
‘gets’
suggestions
Manager
gives
Problem to
group
Group control
Manager
Lets group
Operate within
Defined limits
Tannebaum & Schmidt
DOMINANCE
I belong to several groups but only attend when something especially interests me.
(c)
I like to work on committees but don't like to take the chairmanship.
(d)
I lose interest in groups when they go along in the same old rut and don't listen to my
suggestions.
(a)
I consciously seek, and obtain, leadership in many of my groups' activities.
(b)
I am often selected as leader of groups without seeking it.
(e)
TACT
People frequently misunderstand my comments.
(a)
My acquaintances tell me that I am noted for handling many difficult situations without arousing ill (c)
will.
People seldom resent it when I must correct what they are doing or must criticize them.
(d)
I consciously study how to handle people tactfully
(e)
Before I try to get others to accept my point of view, I first try to find how they feel so I can adapt
my ideas to theirs.
(b)
COMMUNICATION
I always assume that other people will be friendly and take the initiative in meeting them halfway. (e)
People tell me they come to me with problems they would not even discuss with their own
families.
(d)
I always try to give the other person some incentive or some reason for doing what I want done.
(b)
When a conversation lags at a party of strangers, I try to fill in the break by trying to find a topic of (c)
general interest.
I have some definite ideas about the failings and problems of youth and don't hesitate to express (a)
them.
MATURITY
I want what I want when I want it, regardless of consequences to myself or others.
(a)
I have been told that I can take well-meant, constructive criticism graciously.
(d)
I believe in telling others the truth if it is for their own good.
(b)
I take a stand on issues in which I believe, after looking into the pro's and con's, even if it is
unpopular.
(c)
ATTITUDES
I get annoyed when people don't do things my way. Sometimes, my temper gets the best of me.
(a)
I try to show the attitude toward the other person that I want him/her to show toward me.
(b)
I believe I should make every effort to accept change and try to keep changing with the times.
(e)
I patiently listen to people with whom I disagree.
(d)
I vacillate when it comes to making a decision; sometimes I wait so long, circumstances force a
decision upon me.
(c)
COOPERATION
When people have a misunderstanding, I try to intervene and help them resolve it.
(d)
In dealing with coworkers, I try to put myself in their shoes and act toward them the way I'd like
them to act toward me.
(c)
I am willing to accept the help of others, provided it does not interfere with their work.
(e)
When I need information from others, I feel I have a right to demand it because it is important to
completing my work.
(a)
If my director says to me, "Tell So-and-So I want this right away," I change both the message and (b)
voice tone to, "The director would appreciate this as soon as possible."
KEY TO LEADERSHIP STYLES
a--Authoritative
b--Political
(tells)
(sells)
c--Evaluative
d--Participative
e--Laissez-faire
PERSON CENTERED
(tests)
(consults)
(joins)
GROUP CENTERED
Authoritative
Political
Evaluative
Participative
Laissez-faire
a
b
c
d
e
TELLS
SELLS
TESTS
CONSULTS
JOINS
..."Telling"...The leader identifies a problem, considers alternative solutions, chooses one of them, and
then tells others what they are to do. The leader may or may not consider what the group members will
think or feel about the decision, but group members clearly do not participate directly in the decision
making. Coercion may or may not be used or implied.
..."Selling"...The leader, as before, makes the decision without consulting the group. However, instead
of simply announcing the decision, he/she tries to persuade the group members to accept it. The
leader points out how he/she has considered organization goals and the interest of group members
and states how the member will benefit from carrying out the decision.
..."Testing"...The leader identifies a problem and proposes a tentative solution. Before finalizing it,
however, he/she gets the reactions of those who will implement it. The leader says, in effect, "I'd like
your frank reactions to this proposal, and I will then make the final decision."
..."Consulting"...The leader here gives the group members a chance to influence the decision from the
beginning. Problems and relevant background information are presented, and then the members are
asked for their ideas. In effect, the group is invited to increase the number of alternative actions to be
considered. The leader then selects the solution he/she regards as most promising.
..."Joining"...The leader here participates in the discussion as "just another member"--and agrees in
advance to carry out whatever decision the group makes. The only limits placed on the group are those
given to the leader by his superiors. (Many research and development teams make decisions this way.)
WHO IS THE BOSS? - You have just been appointed the ``person in charge'' of the
following situations. Identify the type of leadership style that would work best in each
situation and briefly outline what you would do while using that style of leadership.
1. You find yourself in a group in a class that has to write and put together a dramatic
presentation that will be filmed on video. There are people of all types of abilities in
the group and most seem pretty keen on doing the project.
2. You are a camp counsellor assigned with a group of rookie campers. You will be
competing against other cabins in a scavenger hunt held in half an hour. The other
cabins have older and more experienced kids, but your group would like to show
them up.
3. The boss is away in the hospital but everyone has done the job before and they like
working at their jobs and tend to socialize after work as a group. A major crisis
occurs that involves everyone, but you can't call the boss.
4. You find yourself in a group doing an assignment that nobody wants to do, including
yourself. Unfortunately, this assignment will decide whether you and only a few
others pass the course.
5. A committee is planning the annual Christmas party for employees and their
families. Last year was one of the better parties and all of the people who are
working this year had a job on last year's committee.
6. You have thirty minutes left to decorate your house for your best friend's surprise
birthday party. Other friends have started decorating, but they keep asking you what
to do.
WHO IS THE BOSS? - You have just been appointed the ``person in charge'' of the
following situations. Identify the type of leadership style that would work best in each
situation and briefly outline what you would do while using that style of leadership.
1. You find yourself in a group in a class that has to write and put together a dramatic
presentation that will be filmed on video. There are people of all types of abilities in
the group and most seem pretty keen on doing the project.
2. You are a camp counsellor assigned with a group of rookie campers. You will be
competing against other cabins in a scavenger hunt held in half an hour. The other
cabins have older and more experienced kids, but your group would like to show
them up.
3. The boss is away in the hospital but everyone has done the job before and they like
working at their jobs and tend to socialize after work as a group. A major crisis
occurs that involves everyone, but you can't call the boss.
4. You find yourself in a group doing an assignment that nobody wants to do, including
yourself. Unfortunately, this assignment will decide whether you and only a few
others pass the course.
5. A committee is planning the annual Christmas party for employees and their
families. Last year was one of the better parties and all of the people who are
working this year had a job on last year's committee.
6. You have thirty minutes left to decorate your house for your best friend's surprise
birthday party. Other friends have started decorating, but they keep asking you what
to do.
McGregor’s Theory X and Theory Y
Leaders hold different views about people. Douglas Mc Gregor sets out two
extreme views of human nature, which leaders may take. The views are that
people:
1. do not want to work (Theory X leaders)
2. do want to work (Theory Y leaders)
Are you a Theory X or Theory Y Leader?
90 or more?
You are a Theory Y leader. You believe that people do want to go to work and do
a good job. With your attitude to your subordinates you should be able to get the
maximum contribution from them in terms of work, as you will encourage them to
solve problems and contribute their ideas to getting the job done.
Less than 90?
You are a Theory X leader. You believe that people are lazy and need to be
threatened to make them do any work. With these assumptions, you will get the
minimum out of your workforce.
The extremes of Theory X and Theory Y may not actually exist. As there is
no ‘average’ person, there are rarely leaders who falls into extreme
categories.
Leadership Questionnaire
Below is a list of statements about leadership behaviour. Read each one carefully,
then, using the following scale, decide the extent to which it actually applies to you.
For best results, answer as truthfully as possible.
never
sometimes
always
0
1
2
3
4
5
1. ________ I encourage my team to participate when it comes decision-making time and I
try to implement their ideas and suggestions.
2. _______ Nothing is more important than accomplishing a goal or task.
3. _______ I closely monitor the schedule to ensure a task or project will be completed in
time.
4. _______ I enjoy coaching people on new tasks and procedures.
5. _______ The more challenging a task is, the more I enjoy it.
6. ________ I encourage my employees to be creative about their job.
7. ________When seeing a complex task through to completion, I ensure that every detail
is
accounted for.
8. _______ I find it easy to carry out several complicated tasks at the same time.
9. _______ I enjoy reading articles, books, and journals about training, leadership, and
psychology; and then putting what I have read into action.
10. _______When correcting mistakes, I do not worry about jeopardizing relationships.
11. _______ I manage my time very efficiently.
12. _______ I enjoy explaining the intricacies and details of a complex task or
project to my employees.
13. _______ Breaking large projects into small manageable tasks is second nature to me.
14. _______ Nothing is more important than building a great team.
15. _______ I enjoy analysing problems.
16. _______ I honour other people's boundaries.
17. _______ Counselling my employees to improve their performance or behaviour is
second nature to me.
18. _______ I enjoy reading articles, books, and trade journals about my profession; and
then implementing the new procedures I have learned.
Scoring Section
After completing the questioner, transfer your answers to the spaces below:
People
Question
1.______
4.______
6.______
9.______
10.______
12.______
14.______
16.______
17.______
TOTAL ________
X 0.2 = ________
(multiple the Total by 0.2 to get your final
score)
Task
Question
2.______
3.______
5.______
7.______
8.______
11.______
13.______
15.______
18.______
TOTAL ________
X 0.2 ________
(multiple the Total by 0.2 to get your final
score)
Matrix Section
Plot your final scores on the graph below by drawing a horizontal line from the
approximate people score (vertical axis) to the right of the matrix, and drawing a vertical
line from the approximate task score on the horizontal axis to the top of the matrix. Then,
draw two lines from each dot until they intersect. The area of intersection is the leadership
dimension that you operate out of.
The Results - This chart will give you an idea of your leadership style. But, like any other
instrument that attempts to profile a person, you have to take in other factors, such as,
how does your manager and employees rate you as a leader, do you get your job done,
do you take care of your employees, are your GROWING your organization, etc.
You should review the statements in the survey and reflect on the low scores by asking
yourself, "If I scored higher in that area, would I be a more effective leader?" And if
the answer is yes, then it should become a personal action item.
Leadership Style Survey
Directions - This questionnaire contains statements about leadership style beliefs. Next to each statement, circle
the number that represents how strongly you feel about the statement by using the following scoring system:
Almost Always True - 5
Be honest about your choices as there are no right or
Frequently True - 4
wrong answers - it is only for your own selfOccasionally True - 3
assessment.
Seldom True - 2
Almost Never True - 1
Almost
Always
True
Frequently
True
Occasionally Seldom Almost
True
True
Never
True
1.
I always retain the final decision making
authority within my department or team.
5
4
3
2
1
2.
I always try to include one or more
employees in determining what to do and
how to do it. However, I maintain the final
decision making authority.
5
4
3
2
1
3.
I and my employees always vote
whenever a major decision has to be
made.
5
4
3
2
1
4.
I do not consider suggestions made by
my employees, as I do not have the time
for them.
5
4
3
2
1
5.
I ask for employee ideas and input on
upcoming plans and projects.
5
4
3
2
1
6.
For a major decision to pass in my
department, it must have the approval of
each individual or the majority.
5
4
3
2
1
7.
I tell my employees what has to be done
and how to do it.
5
4
3
2
1
8.
When things go wrong and I need to
create a strategy to keep a project or
process running on schedule, I call a
meeting to get my employee's advice.
5
4
3
2
1
9.
To get information out, I send it by email,
memos, or voice mail; very rarely is a
meeting called. My employees are then
expected to act upon the information.
5
4
3
2
1
10.
When someone makes a mistake, I tell
them not to ever do that again and make
a note of it.
5
4
3
2
1
11.
I want to create an environment where the
employees take ownership of the project.
I allow them to participate in the decision
making process.
5
4
3
2
1
12.
I allow my employees to determine what
needs to be done and how to do it.
5
4
3
2
1
13.
New staff are not allowed to make any
decisions unless it is approved by me
5
4
3
2
1
first.
14.
I ask employees for their vision of where
they see their jobs going and then use
their vision where appropriate.
5
4
3
2
1
15.
My workers know more about their jobs
than me, so I allow them to carry out the
decisions to do their job.
5
4
3
2
1
16.
When something goes wrong, I tell my
employees that a procedure is not
working correctly and I establish a new
one.
5
4
3
2
1
17.
I allow my employees to set priorities with
my guidance.
5
4
3
2
1
18.
I delegate tasks in order to implement a
new procedure or process.
5
4
3
2
1
19.
I closely monitor my employees to ensure
they are performing correctly.
5
4
3
2
1
20.
When there are differences in role
expectations, I work with them to resolve
the differences.
5
4
3
2
1
21.
Each individual is responsible for defining
their job.
5
4
3
2
1
22.
I like the power that my leadership
position holds over subordinates.
5
4
3
2
1
23.
I like to use my leadership power to help
subordinates grow.
5
4
3
2
1
24.
I like to share my leadership power with
my subordinates.
5
4
3
2
1
25.
Employees must be directed or
threatened with punishment in order to
get them to achieve the organizational
objectives.
5
4
3
2
1
26.
Employees will exercise self-direction if
they are committed to the objectives.
5
4
3
2
1
27.
Employees have the right to determine
their own organizational objectives.
5
4
3
2
1
28.
Employees seek mainly security.
5
4
3
2
1
29.
Employees know how to use creativity
and ingenuity to solve organizational
problems.
5
4
3
2
1
30.
My employees can lead themselves just
as well as I can.
5
4
3
2
1
In the fill-in lines below, mark the score of each item on the questionnaire. For example, if you scored item one with
a 3 (Occasionally), then enter a 3 next to Item One. When you have entered all the scores for each question, total
each of the three columns.
Item
Score
Item
Score
Item
Score
1
______
2
______
3
______
4
______
5
______
6
______
7
______
8
______
9
______
10
______
11
______
12
______
13
______
14
______
15
______
16
______
17
______
18
______
19
______
20
______
21
______
22
______
23
______
24
______
25
______
26
______
27
______
28
______
29
______
30
______
TOTAL
_______
TOTAL
________
TOTAL
________
Authoritarian
Style
Participative
Style
Delegative
Style
(autocratic)
(democratic)
(free reign)
This questionnaire is to help you assess what leadership style you normally operate out of. The lowest
score possible for a stage is 10 (Almost never) while the highest score possible for a stage is 50 (Almost
always). The highest of the three scores indicates what style of leadership you normally use. If your
highest score is 40 or more, it is a strong indicator of your normal style.
The lowest of the three scores is an indicator of the style you least use. If your lowest score is 20 or less,
it is a strong indicator that you normally do not operate out of this mode.
If two of the scores are close to the same, you might be going through a transition phase, either
personally or at work, except:
If you score high in both the participative and the delegative then you are probably a delegative leader.
If there is only a small difference between the three scores, then this indicates that you have no clear
perception of the mode you operate out of, or you are a new leader and are trying to feel out the correct
style for you.
Final Thoughts - Normally, some of the best leaders operate out of the participative mode and use the
other two modes as needed. An example of an exception would be a leader who has a new crew or
temporary work-force. That leader would probably need to operating out of the authoritarian mode most
of the time. On the other hand, a leader who has a crew of professionals or a crew that knows more than
she or he does, would probably operate out of the delegative mode.
Leaders who want their employees to grow, use a participative style of leadership. As they "grow" into
their jobs, then they are gradually given more authority (delegative) over their jobs.