c
 

  
Objective: Determine a person's leadership style. This is accomplished by measuring the degree
that a person likes working with tasks and people.

Time: 45 Minutes

Instructions:

1.V xave the learners complete the 18 items in the Questionnaire section. They should
answer each question as honestly as possible to obtain the best results.
2.V Next, have them transfer their answers to the two respective columns provided in the
scoring section. Total the score in each column and multiply each total by 0.2. For
example, in the first column (People), if the learner answered 5, 3, 4, 4, 3, 2, 5, 4, 3 then
his or her final score is = 33 X 0.2 = 6.6.
3.V The total score for the fist column (people) is plotted on vertical axis in the matrix
section, while the total score for the second column (Task) is plotted on the horizontal
axis. For a sample, see Example. Finally, have the learners intersect the lines to see in
what leadership dimension they normally operate out of:
iV Impoverished
iV Duthoritarian
iV àocialite
iV Team Leadership
iV Middle-of-the-Road

Notes:

V Instrument reliability and validity

V àee Leadership Models for reading material on tasks and people

¦ 

 
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.

R
  

 V
 V

1.V AAA AAAAI encourage my team to participate when it comes decision making time and I
try to implement their ideas and suggestions.
2.V ____3___ Nothing is more important than accomplishing a goal or task.

3.V ___5____ I closely monitor the schedule to ensure a task or project will be completed in
time.

4.V ____5___ I enjoy coaching people on new tasks and procedures.

5.V ___3____ The more challenging a task is, the more I enjoy it.

6.V ____2___ I encourage my employees to be creative about their job.

7.V _____3__ When seeing a complex task through to completion, I ensure that every detail
is accounted for.

8.V ____4___ I find it easy to carry out several complicated tasks at the same time.

9.V ____5___ I enjoy reading articles, books, and journals about training, leadership, and
psychology; and then putting what I have read into action.

10.V____1___ When correcting mistakes, I do not worry about jeopardizing relationships.

11.V___5____ I manage my time very efficiently.

 12.V___2____ I enjoy explaining the intricacies and details of a complex task or project to my
employees.

13.V____5___ Breaking large projects into small manageable tasks is second nature to me.

14.V___4____ Nothing is more important than building a great team.

15.V____2___ I enjoy analyzing problems.

16.V____5___ I honor other people's boundaries.

17.V____1___ Counseling my employees to improve their performance or behavior is second

nature to me.

18.V___5____ I enjoy reading articles, books, and trade journals about my profession; and
then implementing the new procedures I have learned.

 

Dfter completing the Questionnaire, transfer your answers to the spaces below:

   

¦ 
 ¦ 


AAA AAA AAAAAA

4AA
AAAA 3AAA
AAA
 6AAAAAA 5AAAAAA

9AAA
AAA 7AAAAAA

10AAAAAA 8AAA AAA

12AAAAAA 11AAAA
AA

14AAA AAA 13AAA
AAA

16AAA
AAA 15AAAAAA

17AAAAAA 18AAA
AAA

cAAAAAAAA cAAA
AAAAA

 AAA
!AAAAA X 0.2 ____7____

(multiple the Total by 0.2 to get (multiple the Total by 0.2 to get
your final score) your final score)

 

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.

" 
 V

The above sample shows score of 4 in the   section and a score of 6 in the

 section.
The quad where the two lines intersect is the leadership style, in this case -- 




section.

 #  

This chart will give you an idea of your leadership style:

V Impoverished (1,1 to 4,4): weak on both tasks and people skills

V Duthoritarian (people - 1 to 4 and task - 5 to 9): strong on tasks, weak on people skills
V àocialite (people - 5 to 9 and task 1-4): strong on people skills, weak on tasks
V Team Leadership (6,6 to 9,9): strong on both tasks and and people skills
V Middle-of-the-Road (5,5): in the middle of the chart, but with more experience and skills
can display good team leadership
xowever, 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 ³grow´ your organization, etc.

You should review the statements in the survey and reflect on the low scores by asking yourself,

   




$%  & 
" 


 
 '( Dnd if the answer is
yes, then it should become a  



".

)

  
 

àome may ask, ³In order to get a perfect score I would have to max out statements 2 (Nothing is
more important than accomplishing a goal or task) and 14 (Nothing is more important than
building a great team), but this would be a paradox.´

One of the mottos of the U.à. Drmy is ³People and mission first.´ That is, nothing is more
important than accomplishing the mission and nothing is more important than looking out for the
welfare of the people. D good leader can do both!

# 

*

 

For statement 10 - ³When correcting mistakes, I do not worry about jeopardizing relationships,´
some people might believe that a people-person would put a low score to this question. as they
might believe that such a person would not want to jeopardize a relationship.

xowever, if a leader really cared about the person, would the relationship (being friends) be
more important or would guiding the person on to the correct behavior be more important? Lets
put it in a ³leader´ relationship ² If you did not correct your learner's mistakes, would that make
you a better person? Probably not. Good leaders do what it takes to build and develop the people
around them. The relationship is not what makes them tick, rather it is more about helping others
to grow.

This question helps to separate the ³country club leaders´ who want to be friends with everyone;
the ³impoverish leaders´ who are afraid they might make waves; and the real ³leaders´ who are
more concerned with coaching others so that they become a valued member of the team. That is,
if the leader lets one of her peers continue with the incorrect behavior, does this help or hinder
the other members of the team? It is best not to picture a leader as a friend, but as a person who
is concerned with the growth and welfare of others.

 
 " 


Can people assess themselves? For studies, see Learner and àelf Ratings.
D perfect score is a nine in both categories of   and 
. If you gave yourself a perfect
score or close to it, you are being too easy on yourself ² you cannot learn if you do not take a
Critical àelf Reflection of yourself.

 

For more information on constructing models of this nature, see Modeling.

# 
&

+



This survey was developed for a learning activity rather than research, thus it has not been tested
for reliability or validity. xowever, in order for it to work in a learning situation, it has to be
believable to the learners to the learners.