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Leadership Style Questionnaire
Leadership Style Questionnaire
1. Your group is having trouble getting started. You have tried to make everyone feel comfortable. You have
allowed time to get acquainted. Everyone seems interested and cooperative, but reluctant to speak up.
2. The group is operating extremely well. Members get along well with each other. Discussion is lively. Everyone is
contributing to the group. You want to insure that this continues.
a. Reduce your leadership. Let group members lead the group as much as possible.
b. Be sure agreement is reached on each point before proceeding.
c. Keep the group firmly under your control or the group will lose its momentum.
3. The group has been very productive. Two or three members have done most of the talking and all of the work.
Everyone seems happy, but you would like to make some changes so that more members will get involved.
a. Tell it like it is. Outline the changes and see that they are made.
b. Propose the changes. Explain why they are needed, then let the group decide what will be done.
c. Don't do anything that might threaten group productivity.
4. The group is working well and relations among members are very positive. You feel somewhat unsure about
your lack of direction of the group.
5. The group was going great, but now it is falling apart. Members are beginning to bicker. It is hard to stay on the
subject. Someone has just suggested that maybe the group should take a recess for two or three months.
6. Your group has completed an excellent discussion of a topic they chose, but no one wants to take any action
although several activities would be appropriate and each activity has been discussed.
a. Suggest that the group move on to another topic. If no one disagrees, list possible topics.
b. Choose an activity for the group and make assignments.
c. Just keep quiet until the group arrives at a decision.
November 2005 Participant Handout Page 1 of 19
Emergency Field Coordination Training Leadership
LEADERSHIP STYLES
[Background Reading]
A leader is someone who influences others. We all have an image of a leader. It can be described
by such words as intelligent, courageous, persuasive, skilful, and powerful. You may have heard the
myth that Leaders are Born, Not Made! However, numerous leadership studies and programs
have shown that individuals with a desire to do so, can take steps to learn, practice and improve
their leadership capabilities and develop into leaders.
In this course, our working definition for leadership is the following: Leadership refers to the
initiative or ability of a person (or group) to mobilize &/or influence internal and/or external
stakeholders to achieve desired results.
Teamwork -- A leader cannot achieve success alone. The old notion that a leader is "the top of the
pyramid" is false. An effective leader is involved and in touch with group members. He/she enables
them to act by providing technical assistance, emotional support and vision. Effective leaders insist
on the support and assistance of those affected by the project. They think in terms of "we" not "I."
Risk Taking -- A leader is a risk taker and an innovator. New ideas may come from you, from others
in the organization, or from the community. A leader should recognize good ideas, actively support
them, and encourage action. One may call them early adapters of innovation. Just think of the first
time you played baseball. You probably were not perfect at hitting the ball or running the bases.
Leaders are learners and must be able to learn from their mistakes as well as their successes. So
must they encourage their group members and support them through their mistakes. Without
mistakes, there is no learning or growth. All changes and innovations involve risk and challenge.
Recognition & Encouragement -- An effective leader must take the time to recognize and
reward people for what they've done. Individuals may become tired, bored or frustrated with a
particular task or goal. They are often tempted to give up. A leader must provide the encouragement
to motivate members to carry on. Recognition comes in many forms; it may be given to individuals
or to groups. It may be as simple as a word of encouragement: "You did a great job, thanks."
Whatever the method, give credit and praise when and where it is due. And do not forget to reward
yourself. Celebrate once a goal or milestone has been reached. Showing a genuine concern and
respect for your work, your people and your community may be the best strategy in reaching your
goal of outstanding leadership.
Leadership Styles -- Most writing on leadership deals with three styles of leaders.These three
styles are called by different names; characteristics of each are included below. Each column
represents the different names used.
When a leader is directive, that leader initiates action, structures activities, motivates others,
delegates responsibility, and praises or reprimands subordinates. A democratic leader gets results
by leading discussions, asking questions to involve others, encouraging others to volunteer for
responsibilities, confirming commitments, and asking for a vote to get a consensus decision or a
majority decision. A non-directive leader refuses to make decisions for others, uses silence until
someone in the group speaks out, gives non-verbal support [nods, smiles] to others who show
positive leadership, and gradually fades out of a group when others in the group show an ability and
a willingness to take over.
Different situations require different styles of leadership. Evacuation of a burning building calls
for directive leadership. Deciding among several suggestions for an organisation's social event
calls for democratic leadership. Helping qualified, experienced, enthusiastic committee heads
calls for non-directive leadership.
Leadership will be most effective if a leader can look at a situation, decide what style of leadership
is needed by the group and act accordingly. When a leader is able to use each of the three
leadership styles appropriately, we call that effective facilitator leadership. A facilitator then may
direct, use democratic leadership or intentionally let the group provide its own leadership. The style
used will vary according to the leader's formal role within the group, the size of the group, skills and
experience of group members, motivation and goals of group members. It also depends on group
maturity. An effective facilitator leader will learn to quickly consider all of these factors and choose
the best leadership style for the situation.
Directive Leadership -- Before you "take command" of a group, think about it. Does the group
need directive leadership? Are you the best person to direct? Who in the group will compete with
you for leadership? How can you win that person's cooperation? Recognise individuals'
contributions. Praise them in front of the group. Keep criticism infrequent, constructive and private.
Don't hog all of the jobs. Don't seek all of the glory. Delegate responsibility, make assignments,
then see that those responsibilities are met. Think before you speak. Speak briefly and to the
point. Get advice before you decide. When a decision is bad, admit it and reorganise.
Democratic Leadership -- Make each group member feel important by asking for opinions,
especially from the quieter members. Use a variety of techniques for decision-making [majority
voting, negative voting, consensus, compromise]. Ask questions to get others involved. Encourage
group decisions; discourage individual decisions. Summarise agreements and commitments.
In summary, a "Facilitator" Leader assesses the situation and chooses an appropriate leadership
style:
Frequently True 4
Occasionally True 3
Seldom True 2
Be honest about your choices as there are no right or wrong answers it is only for your own
self-assessment.
majority.
guidance.
In the table below, enter the score of each item on the above 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.
The highest of the three scores in the columns above indicate what style of leadership you
normally use Authoritarian, Participative, or Delegative. 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 yourself.
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.
Directions
Circle the letter of the alternative action choice you think most closely
describes what behaviour you would use in the situation presented
Circle a choice for each of the twelve situations. Dont skip any
Move through the items quickly and stick with the first choice you
make on each item. Your first choice tends to be the most accurate
one
Remember: Circle what you think you would do, not what you think you
should do. The goal is to evaluate what behaviours you actually use not
to get right answers. If there is no alternative action that describes what
you do in the situation, circle the item that most closely resembles what
you would do.
November 2005 Participant Handout Page 9 of 19
Emergency Field Coordination Training Leadership
1. Your staff have not been responding to your friendly conversation and
obvious concern for their welfare. Their performance is declining rapidly.
You would:
a. Emphasise the use of the standard procedures and the necessity for
task accomplishment
c. Do what you can to make the team to feel important and involved
4. You are considering a major change. Your staff have a fine record of
accomplishment. They respect the need for change. You would:
a. Allow team involvement in developing the change but not bee too
directive
5. The performance of your team has been dropping during the past few
months. Staff have been unconcerned with meeting objectives. They
have continually needed reminding to do their tasks on time. Redefining
roles and responsibilities has helped in the past. You would:
6. You have stepped into an efficient run situation. The previous manager
ran a tight ship. You want to maintain a productive situation but would
like to begin humanising the environment. You would:
a. Do what you can to make the team feel important and involved
d. Get them involved in decision making but see that objectives are met
b. Discuss the situation with the team and then initiate necessary
changes
d. Be supportive in discussing the situation with the team but not too
directive
9. You have been appointed to head up a task force that is far overdue in
making requested recommendations for change. The group is not clear
about its goals. Attendance at sessions has been poor and the meetings
have turned into social gatherings. Potentially the group has the talent
necessary to help. You would:
d. Allow group involvement in setting goals but not push your staff
10. Your staff, usually able to take responsibility, are not responding to
your recent redefining of standards. You would:
November 2005 Participant Handout Page 12 of 19
Emergency Field Coordination Training Leadership
11. You have been promoted to a new position. The previous manager
was uninvolved in the affairs of the team and the team has adequately
handled its tasks and direction. Team inter-relationships are good. You
would:
c. Discuss past performance with the team and then examine the need
for new practices
a. Try out your solution with them and examine the need for new
practices
ALTERNATIVE ACTIONS
Situations 1 2 3 4
1 A C B D
November 2005 Participant Handout Page 13 of 19
Emergency Field Coordination Training Leadership
2 D A C B
3 C A D B
4 B D A C
5 C B D A
6 B D A C
7 A C B D
8 C B D A
9 C B D A
10 B D A C
11 A C B D
12 C A D B
Total
number of
circles
Questionnaire
Below is a list of statements about leadership behavior. 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.
1. _______ I encourage my team to participate when it comes decision making time and I
try to implement their ideas and suggestions.
3. _______ I closely monitor the schedule to ensure a task or project will be completed in
time.
5. _______ The more challenging a task is, the more I enjoy it.
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.
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.
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 Questionnaire, transfer your answers to the spaces below:
People Task
Question Question
1.______ 2.______
4.______ 3.______
6.______ 5.______
9.______ 7.______
10.______ 8.______
12.______ 11.______
14.______ 13.______
16.______ 15.______
17.______ 18.______
(multiple the Total by 0.2 to get (multiple the Total by 0.2 to get
your final score) 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.
Example
The above sample shows score of 4 in the people section and a score of 6 in the task section.
The quad where the two lines intersect is the leadership style, in this case -- Authoritarian
section.
The Results
This chart will give you an idea of your leadership style:
Authoritarian (people - 1 to 4 and task - 5 to 9): strong on tasks, weak on people skills
Socialite (people - 5 to 9 and task 1-4): strong on people skills, weak on tasks
Team Leadership (6,6 to 9,9): strong on both tasks and and people skills
Middle-of-the-Road (5,5): in the middle of the chart, but with more experience and skills
can display good team leadership
However, like any other instrument that attempts to profile a person, you have to take in other
factors, such as, how your manager and employees rate you as a leader, do you get your job
done, do you take care of your employees, are you helping to grow your organization, etc.
November 2005 Participant Handout Page 18 of 19
Emergency Field Coordination Training Leadership
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.