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Long Phan

AGED 260 - Dr Keating

Leadership Theory Analysis 1

Personal Leadership Definition

Leadership, for me, is one’s capability to guide others in accomplishing a common goal

and in turn, make one’s vision into reality. However, leadership is not only limited to this. It

involves fully understanding one’s, as well as others’, emotions, motives, beliefs, values and

actions (Emotional Intelligence). This is important because a leader’s emotions and values drive

their thoughts and behaviours, which affects their overall performance in bringing people

together in achieving a set target. Leaders also need to competently respond to others’ needs and

adjust accordingly to the situation at hand. This obviously links to the Situational Approach

theory, which proposes that leaders be flexible to the subordinates’ degree of competence and

commitment. This is in order to best support their followers to develop themselves and bring

greater value to the team/organisation that they are working on.

In addition, leaders need to clearly understand and clarify the core values that they

personally believe in and “genuinely express themselves”, as Kouzes and Posner put it. This

means that leaders can make tough calls or important decisions more quickly and decisively if

they stick to their values. This also links to Mumford’s Skills Based Model as values can help

leaders develop their knowledge and experience to effectively problem-solve or make difficult

social judgments. As a result, leaders can demonstrate why their followers can trust them and act
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as an example for others in their organisation, which enhances overall performance. Therefore,

enhance their ability to influence others and make a positive impact on everyone around them.

Analysis of Questionnaires

For the Leadership Trait Questionnaire page, my five highest scoring traits were Friendly,

Outgoing (both 4.67), Sensitive (4.33), Persistent and Diligence (both 4.00). Linking this to

Northouse’s 5 Major Leadership Traits, I believe that I am high on Determination and

Sociability. Alternatively, using the Big Five Personality Factors, I can be described as Open and

quite Extraverted (though I would describe myself as an Outgoing Introvert). Furthermore, this

also ties with my results for the Leadership Behavior Questionnaire, as I have a high score (42)

for relationship management. For instance, I put 5 (Always) for acting friendly with members of

the group or show concern for the well-being of others. This means I place huge emphasis on

building trust, respect and liking between leaders and followers (LBDQ -XII). I believe this is

quite true as one of my core values are Adventure, so I like to have fun and go with the flow.

Even in difficult situations, I perceive challenges as opportunities to learn and grow (an

adventure within itself).

Speaking of the Skills Inventory, I had pretty even scores for all three categories - human

skills as the highest (28), followed by conceptual (27) and technical (24). These results mean that

my skills level most closely resemble that of middle-management, according to Katz’s model.

On a similar note, my tasks and relationship management figures are not too dissimilar as well

(45 and 42, respectively). Linking this to Blake and Mouton’s Grid, my leadership skill is most

similar to Team Management - about (8, 7) in my rough estimate. This means that I spread my
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focus equally on organizing work and defining role responsibilities, for instance, as well as

nurturing members of my team (LBDQ - XII). In other words, I am pretty balanced in terms of

leading (vision, motivation, and idea creation) and managing others (order and control).

Interestingly though, I am pretty average in terms of Intelligence and Integrity

(Northouse) as I had a 3.33 average for the traits - Articulate, Perceptive and Trustworthy - on

the Trait Questionnaire Response Sheet. This might explain why my technical skills was the

lowest of the three (Katz’s model).

Lastly, my lowest rating traits were Self-assuredness (Northouse - Self-Confidence),

Conscientiousness (Big Five) and Dependability. Taking notes from Harry Kraemer, it’s

important to self-reflect and find true self-confidence, i.e. recognizing one’s strengths and

weaknesses (4 Principles of Leadership). As my core value is Personal Development, I will try to

find a balance on this while working on my forte (be grateful or as Kraemer puts it: genuine

humility) and continuously develop myself to become better.

Theory Application-Captain Sully Video

In the video “I knew I could do it,” Captain Sully most noticeably demonstrated technical

skills rather than human or conceptual skills (Katz’s model). He relied on his expertise and 42-

year experience to concentrate on landing the plane and getting everyone out safely. This

obviously links to French and Raven’s bases of social power - particularly Captain Sully’s

legitimate power as the Captain of the Flight 1549 and expert power as an experienced pilot of

more than 4 decades.

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The clip can also be analyzed thoroughly by looking at the Emotional Intelligence Model.

It was mentioned that after hearing the loud thumps of the birds hitting the plane engine and

smelling them burn, Captain Sullenberger’s first reaction was disbelief. He knew that the

situation was critical and that he had to act immediately (Self-awareness). However, he

acknowledged that he would have to follow procedures and use his experience (Crystalized

Cognitive Ability - Mumford) to glide the plane and give it sufficient lift to land safely (Self-

management). In the clip, he told his co-pilot that the 1549 was “my-aircraft” - demonstrating his

self-confidence to do his job right (Northouse).

Captain Sully’s decision to land the aircraft on the Hudson River exemplified his

intelligence (General Cognitive Ability - Mumford) and life experiences as well. When realizing

that it was problematic to land on LaGuardia airport, he calmly came up with Teterboro as an

alternative. However, after assessing the situation, he knew it was not plausible to land there as

well and so opted to land on the Hudson River, just 1 minute after the birds hit.

Linking to the Big Five Personality Theory, Captain Sullenberger can be described as

highly emotionally stable (low neuroticism). Furthermore, he was socially aware of the company

around him. As the chief put it, he was determined (Northouse) on landing the plane safely.

Captain Sully did not think specifically about the passengers, nor did he pray, as there was

someone who “did it for him.” The only announcement he made: “Brace for impact.”

At the end of the video, he mentioned that after the plane had landed, he “had a job to do”

and “had business to attend to.” Being a man of integrity, the Captain commanded and evacuated

everyone out as there was “no knowledge of averting disaster” quite yet. Truly a man to look up

to!
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Ratings Response Sheet

Name I 0,.* Ph.,.,

Trait Rater 1 Rater 2 Rater 3 Rater 4 Rater 5 Average Self-
optional optional rating rating
Articulate- ul /1
5 3 3]l ]
Perceptive
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88 LEADERSI-,IIP ITHEORY AND PRACT'CE

Leadership Behavior Question naire

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

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

1. Tells group members what they are supposed to do. 1 2 3 i ! :
2. Acts friendly with members of the group. , , 4 15 )
,1
3. Sets standards of performance for group members. 1 2 L3l 4 5

4. Helps others in the group feel comfortable" 1 2a@ S

5. Makes suggestions about how to solve problems. 1 2 3 + ,..1 r '1 I
6. Responds favorably to suggestions made by others. 1 2 3 4 i5 .r \G:sr:.'.1 {" hc,r
7. Makes his or her perspective clear to others. 1 2 : 5 S t_
U
8. Treatsothersfairly.l234C \ono nflA
9. Develops a plan of action for the group.
10. Behaves in a predictable manner toward group
1 2 3 4.i 5 *r
members. 12 , {{Ju
1 1. Defines role responsibilities for each group member- 12
12. Communicates actively with group members. '-(4) 's
12e)4
13. Clarif ies his or her own role within the group. 12 3 4.,,1*
14. Shows concern for the well-being of others. 1 2 3 4,.$
15. Provides a plan for how the work is to be done. 12 3i,4'"i5
16. Shows flexibility in making decisions. 12 3iIrs
17. Provides criteria for what is expected of the group. 1 2 s a i.s]
18. Discloses thoughts and feelings to group members. r zii+ i
19. Encourages group members to do high-quality work. 1 2 .1i;:,i
20. Helps group members get along with each other. 1 2 '3if )s

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

Total scores: tasv. 41 Relationship

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 chapter 3 | ski!ls Approach 57

Skills lrventory
lnstructions: Read each item carefully and decide whether the item describes
you as a person. lndicate your response to each item by circling one of the f ive
numbers to the right of each item.

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

true true true true true

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

, r@ 5

2. As a rule, adapting ideas to peoplet needs is easy for me. 1 2.$4 5

3. I enjoy working with abstractideas. 1 23 4 e_i

4. Technical things fascinate me. 1 ,€)4 5

5. Being able to understand others is the most important l-o* ffur"*

part of my work. 1 2 3 4g)
6. Seeing the big picture comes easy for me. 1 2 3fi)Y 3
7. One of my skills is being good at making things work. 1 ,€X s L*& nrk
8. My main concern is to have a supportive communication
climate. 1234
9. I am intrigued by complex organizational problems. 12fii4 ''; 5

10. Following directions and filling out forms comes

easily for me. 1 2 3 4i:!)
11. Understanding the social fabric of the organization is
important to me. 123 4o
'12. I would enjoy working out strategies for my
organization's growth. 1234 F_i
'13. I am good at compteting the things l've been
assigned to do. 12 34 {5j
14. Getting all parties to work together is a challenge I enjoy. 12 34 iE)
15. Creating a mission statement is rewarding work. 12 3 4i.*
16. I understand howto dothe basic things required of me. 12 ,rj]u
17 . I am concerned with how my decisions affect the lives
of others. 12 3 4{}, i:,, ,/
18. Thinking about organizational values and philosophy
appeals to me. 12 3 qt';',
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Scoring
The skills inventory is designed to measure three broad types of leadership
skills: technical, human, and conceptual. Score the questionnaire by doing
58 LEADERSHTP lTHtORy AND PRACTTCE

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

Total scores: Technical skill2t{ Human skilll.S Conceptual skillAT

Scoring I nterpretation
23-30 High Range
14-22 Moderate Range

6-13 Low Range

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