Leadership Styles Questionnaire

The following statements will help you assess your leadership style tendency.
As you read each statement, try to think of typical situations and how you
usually react.
Please use the following marking scale:
1. to almost no extent
2. to a slight extent
3. to a moderate extent
. to a great extent
!. to a "ery great extent
Try to answer the #uestions fairly #uickly, without rushing your response.
1. $ check staff%s work on a regular &asis to assess
their progress and learning.
2. $ hold periodic meetings to show support for
company policy and mission.
3. $ appoint staff into task groups to action policies
affecting them.
. $ pro"ide staff with clear responsi&ilities and allow
them to decide how to accomplish them.
!. $ make sure staff are aware of, and understand, all
company policies and procedures.
'. $ recognise staff%s achie"ements with
encouragement and support.
(. $ discuss any organisational or policy changes with
staff prior to taking action.
). $ discuss the organisation%s strategic mission with
staff.
*. $ demonstrate each task in"ol"ed in doing the +o&.
1,. $ meet with staff regularly to discuss their needs.
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11. $ a"oid making +udgements or premature e"aluation
of ideas or suggestions.
12. $ ask staff to think ahead and de"elop long.term
plans for their areas.
13. $ set down performance standards for each aspect
of my staff%s +o&.
1. $ explain the &enefits of achie"ing their work goals
to staff.
1!. $ rotate the role of team &riefer among the staff.
1'. $ emphasise the importance of #uality &ut $ allow
my staff to esta&lish the control standards.
1(. $ ha"e staff report &ack to me after completing each
step of their work.
1). $ hold regular meetings to discuss work status.
1*. $ pro"ide staff with the time and resources to
pursue their own de"elopmental o&+ecti"es.
2,. $ expect staff to create their own goals and
o&+ecti"es and su&mit them to me in finished form.
21. $ try to assign work in small, easily controlled units.
22. $ focus on opportunities and not pro&lems.
23. $ a"oid e"aluating pro&lems and concerns as they
are discussed.
2. $ ensure that information systems are timely and
accurate and that information is fed directly to staff.
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Leadership Styles Score Sheet
$n order to score the #uestionnaire, you ha"e to group your responses into four
categories in the grid &elow.
Step One
/ook at the grid &elow. $t is di"ided into four sections. 0ach section lists the
statement num&ers from the #uestionnaire.
Step Two
-or each statement num&er, transfer the num&er you circled into the &ox.
-or example if you circled for statement 11, you would put in the top left.hand
&ox 1next statement num&er2.
Step Three
To calculate the total score for each section, add all the indi"idual statement
scores for each section together.
Statement Number
3
(
11
1!
1*
23
Statement Number
2
'
1,
1
1)
22
Statement Number

)
12
1'
2,
2
Statement Number
1
!
*
13
1(
21
Step Four
Take your total scores from each &ox from step three and transfer them into the
corresponding &oxes.
Facilitating
Total3
Coaching
Total3
Delegating
Total3
Directing
Total3
4ou may now find it useful to plot your scores on the following &ar graph.
Score
30
!
0
"!
"0
!
0
Directing Coaching Facilitating Delegating
Leaderships Styles Descriptions
Directing
Pro"ide detailed instructions
5i"e staff specific goals and o&+ecti"es
6heck fre#uently with staff to keep them on track
7emonstrate the steps in"ol"ed in doing the +o&
Coaching
8epresents management%s position in a con"incing manner
Try to moti"ate with monetary and non.monetary rewards
9ell staff in their own a&ility to do the +o&
Praise staff for their good work
Pro"ide staff with a lot of feed&ack on how they are doing
Facilitating
$n"ol"e staff in making the decisions which will affect their work
:ake staff feel free to ask #uestions and discuss important concerns
;old fre#uent tam of staff meetings
;elp staff locate and support their own de"elopmental acti"ities
/istens to staff pro&lems and concerns without criticising or +udging
Delegating
7elegate &road responsi&ilities to staff and expect them to handle the
details.
0xpect staff to find and correct their own errors
S1: Telling / Directing
Follower: R1: Low competence, low commitment / Unable and unwilling or insecure
Leader: High task focus, low relationship focus
When the follower cannot do the ob and is unwilling or afraid to tr!, then the
leader takes a highl! directi"e role, telling them what to do but without a great deal
of concern for the relationship# $he leader ma! also pro"ide a working structure,
both for the ob and in terms of how the person is controlled#
$he leader ma! first find out wh! the person is not moti"ated and if there are an!
limitations in abilit!# $hese two factors ma! be linked, for e%ample where a person
belie"es the! are less capable than the! should be ma! be in some form of denial
or other coping# $he! follower ma! also lack self&confidence as a result#
'f the leader focused more on the relationship, the follower ma! become confused
about what must be done and what is optional# $he leader thus maintains a clear
(do this( position to ensure all re)uired actions are clear#
S2: Selling / Coaching
Follower: R*: +ome competence, "ariable commitment / Unable but willing or
moti"ated
Leader: High task focus, high relationship focus
When the follower can do the ob, at least to some e%tent, and perhaps is o"er&
confident about their abilit! in this, then (telling( them what to do ma! demoti"ate
them or lead to resistance# $he leader thus needs to (sell( another wa! of working,
e%plaining and clarif!ing decisions#
$he leader thus spends time listening and ad"ising and, where appropriate, helping
the follower to gain necessar! skills through coaching methods#
,ote: +1 and +* are leader&dri"en#
S3: Participating / Supporting
Follower: R-: High competence, "ariable commitment / .ble but unwilling or
insecure
Leader: Low task focus, high relationship focus
When the follower can do the ob, but is refusing to do it or otherwise showing
insufficient commitment, the leader need not worr! about showing them what to
do, and instead is concerned with finding out wh! the person is refusing and thence
persuading them to cooperate#
$here is less e%cuse here for followers to be reticent about their abilit!, and the ke!
is "er! much around moti"ation# 'f the causes are found then the! can be
addressed b! the leader# $he leader thus spends time listening, praising and
otherwise making the follower feel good when the! show the necessar!
commitment#
S4: Delegating / Observing
Follower: R/: High competence, high commitment / .ble and willing or moti"ated
Leader: Low task focus, low relationship focus
When the follower can do the ob and is moti"ated to do it, then the leader can
basicall! lea"e them to it, largel! trusting them to get on with the ob although
the! also ma! need to keep a relati"el! distant e!e on things to ensure e"er!thing
is going to plan#
Followers at this le"el ha"e less need for support or fre)uent praise, although as
with an!one, occasional recognition is alwa!s welcome#
,ote: +- and +/ are follower&led#