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 TRADITIONALMANAGERIAL NEW LEADER-MANAGER Envision Direct Learn Communicate Develop Encourage Inspire Focus Open Energise Plan Handle Ambiguity Create Schedule Break down barriers Innovate Allocate Partner Discover Delegate Encourage Spot opportunity Provide continuity Enable Mobilise Manage quality 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 Make meaningful decisionsCoach others Establish team values Manage conflict Train for competency Set norms Problem solve efficiently Give productive feedback Identify expectations Set goals Mange change Nurture collaboration Plan effectively Assess performance Build trust Share information Conduct effective Communicate successfully meetings

Leadership Growth Plan Leadership Growth Activities People Indicators Timeline Skills to Objective(s) Who can of Success Improve for each Skill Help Example: To conduct 1. Ask H.R. 15% 1. Obtain team meetingsselected Manager increase of feedback Meeting where more team & peers team after the first Facilitation people members for members three participate honest speaking at meetings. feedback. meetings by 2. Try at 2. Have the the end of least one H.R. the quarter. new Manager strategy critique a every two meeting 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 middle- management, 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 Make meaningful decisionsCoach others Establish team values Manage conflict Train for competency Set norms Problem solve efficiently Give productive feedback Identify expectations Set goals Mange change Nurture collaboration Plan effectively Assess performance Build trust Share information Conduct effective Communicate successfully meetings

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 self- assessment

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

L AISSEZ-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

Boss Centred leadership Subordinate Centred leadership

Use of Discretion by Subordinates Use of Authority by Manager

Shared Control Group control Leader Manager control Manager Manager Manager Lets group Manager ‘sells’ ‘gets’ gives Operate within ‘tells’ decision suggestions Problem to Defined limits decision group 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 (a) suggestions.

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)

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 (b) my ideas to theirs.

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 (c) unpopular.

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 (c) decision upon me.

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 (c) them to act toward me.

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 (a) completing my work.

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 (tells) b--Political (sells) c--Evaluative (tests) d--Participative (consults) e--Laissez-faire (joins) PERSON CENTERED 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 Task Question Question 1.______2.______4.______3.______6.______5.______9.______7.______10.______8.______12.______11.______14.______13.______16.______15.______17.______18.______TOTAL ______TOTAL ______X 0.2 = ______X 0.2 ______(multiple the Total by 0.2 to get your final (multiple the Total by 0.2 to get your final score) 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 Frequently True - 4 Be honest about your choices as there are no right or Occasionally True - 3 wrong answers - it is only for your own self-assessment. Seldom True - 2 Almost Never True - 1 Almost Frequently Occasionally Seldom Almost Always True True True Never True True

1. I always retain the final decision making 5 4 3 2 1 authority within my department or team.

2. I always try to include one or more 5 4 3 2 1 employees in determining what to do and how to do it. However, I maintain the final decision making authority.

3. I and my employees always vote 5 4 3 2 1 whenever a major decision has to be made.

4. I do not consider suggestions made by my 5 4 3 2 1 employees, as I do not have the time for them.

5. I ask for employee ideas and input on 5 4 3 2 1 upcoming plans and projects.

6. For a major decision to pass in my 5 4 3 2 1 department, it must have the approval of each individual or the majority.

7. I tell my employees what has to be done 5 4 3 2 1 and how to do it.

8. When things go wrong and I need to 5 4 3 2 1 create a strategy to keep a project or process running on schedule, I call a meeting to get my employee's advice.

9. To get information out, I send it by email, 5 4 3 2 1 memos, or voice mail; very rarely is a meeting called. My employees are then expected to act upon the information.

10. When someone makes a mistake, I tell 5 4 3 2 1 them not to ever do that again and make a note of it.

11. I want to create an environment where the 5 4 3 2 1 employees take ownership of the project. I allow them to participate in the decision making process.

12. I allow my employees to determine what 5 4 3 2 1 needs to be done and how to do it.

13. New staff are not allowed to make any 5 4 3 2 1 decisions unless it is approved by me first.

14. I ask employees for their vision of where 5 4 3 2 1 they see their jobs going and then use their vision where appropriate.

15. My workers know more about their jobs 5 4 3 2 1 than me, so I allow them to carry out the decisions to do their job. 16. When something goes wrong, I tell my 5 4 3 2 1 employees that a procedure is not working correctly and I establish a new one.

17. I allow my employees to set priorities with 5 4 3 2 1 my guidance.

18. I delegate tasks in order to implement a 5 4 3 2 1 new procedure or process.

19. I closely monitor my employees to ensure 5 4 3 2 1 they are performing correctly.

20. When there are differences in role 5 4 3 2 1 expectations, I work with them to resolve the differences.

21. Each individual is responsible for defining 5 4 3 2 1 their job.

22. I like the power that my leadership position 5 4 3 2 1 holds over subordinates.

23. I like to use my leadership power to help 5 4 3 2 1 subordinates grow.

24. I like to share my leadership power with 5 4 3 2 1 my subordinates.

25. Employees must be directed or threatened 5 4 3 2 1 with punishment in order to get them to achieve the organizational objectives.

26. Employees will exercise self-direction if 5 4 3 2 1 they are committed to the objectives.

27. Employees have the right to determine 5 4 3 2 1 their own organizational objectives.

28. Employees seek mainly security. 5 4 3 2 1

29. Employees know how to use creativity and 5 4 3 2 1 ingenuity to solve organizational problems.

30. My employees can lead themselves just 5 4 3 2 1 as well as I can.

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 Participative Delegative

Style Style 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.