Posted: May 1st, 2025

Personal Portfolio and Leadership Plan

Based on information gleaned from leadership instruments and any other self-analytical instruments (a minimum of five attached), readings, class discussions, interviews, and other activities, prepare a case studyincluding a leadership development plan on the most important person currently living in the world – YOU.

Study the following material, consult with your mentors in the workplace and/or significant others, and spend some quiet reflective time, before preparing the case study. Try to limit your written case study to the 4-6 double-spaced typewritten pages; you may wish to append material to support your case study.

A case study is a collection of objective and subjective data about a person which is drawn from many sources. It may be compiled from tests (e.g., psychological, standardized, aptitude), personnel records, interviews, observations, samples of work or productivity (“portfolios”), administrator and/or peer assessments, etc.  The case study serves as a means for those in a helping relationship (doctors, teachers, professors, counselors) to become better acquainted with a student or client. By organizing all data into a single document and then analyzing these data, additional information needs can be determined, problems can be identified, patterns can be noted, and conflicting data revealed. But, most importantly, a prescription can be provided to help the person grow in a desired direction.

Note that a case study should not be confused with a case history.  The latter is usually a compilation of objective, factual information about a student or client. The case study may include all or part of the case history (or it may not) but it includes an analysis and interpretation of the data so that specific recommendations can be made. This implies finding solutions to identified problems. A carefully prepared case study should result in plans for changes in the behavior and attitude of the person who is the subject of the case study.

It is most important that the insights, conclusions, and recommendations reported in a case study be written clearly and concisely and within an appropriate context. It is also important that a definite distinction be made between what are objective facts and what are interpretations of those facts. The following are recommendations to consider when writing the case study on YOU.

·Consider conceptualizing the case study related to the objectives for this assignment into three parts:

The subject: Who is s/he? What is her/his profile relative to leadership?

The context and philosophy: What does the situation look like in the institution/agency/system where the person is employed or wishes to be employed? What would the person like for it to be? What research/philosophical base should be employed to move the context closer to the ideal as desired by the subject of the case study?

The plan: What is “the plan?” What action needs to be taken by or for this person that results in leadership behavior at the institution in which s/he is employed OR at the institution/agency/system where s/he wishes to be employed?

·               Use a format and writing style that makes it easy for those studying the report to verify data and confirm the analysis and prescription. Perhaps you can append test scores, results of inventories, evaluative reports, etc. Write the report in first or  third person, please be consistent.

·               Do not report unverified information gathered from secondary sources or “hunches” as objective fact; conversely, don’t be afraid to bring intelligent, intuitive perspective to the analysis – just don’t pass it off as objective data.

·               Work on internal consistency in your case; that is, the prescription (leadership plan) should be congruent with the description of the case study and the context/philosophy relevant to the situation.

·               Plan to confer at least once with your professor to discuss your progress with this plan. Seek his input and suggestions. Do this after you’ve done some planning, but before “too much” has been done. This can be done by phone, email, or in person. It is suggested that you schedule an appointment if the conference is to be by phone or in person (suggested but not absolute).

·               Must utilize data from at leastfiveof the instruments.

·               Create a plan that will serve as a roadmap to develop and enhance your leadership potential.  Be specific and offer measurable indices.

·               Have fun and be creative!

Here is a little info about me my name Aqdar Almarhoon graduate from University of Akron with Respiratory Therapy degree doing my master degree in the same program I’m from Saudi Arabia I haven’t work since I graduated but I did tried to be a leader in clinical rotation

chapter 2 Trait approach 37
Leadership Trait Questionnaire (LTQ)
Instructions: The purpose of this questionnaire is to measure personal characteristics of leadership. The questionnaire should be completed by the leader
and five people who are familiar with the leader.
Make five additional copies of this questionnaire. This questionnaire should
be completed by you and five people you know (e.g., roommates, coworkers,
relatives, friends). Using the following scale, have each individual indicate the
degree to which he or she agrees or disagrees with each of the 14 statements
below. do not forget to complete one for yourself.
Saleh Aldaghrir
Key: 1 = strongly
disagree
(leader’s name) is
2 = disagree
3 = neutral
4 = agree
5 = strongly
agree
1. Articulate: communicates effectively with others
1 2 3 45
2. Perceptive: is discerning and insightful
12 3 45
3. Self-confident: Believes in himself/herself and his/her ability
1 2 3 45
4. Self-assured: is secure with self, free of doubts
1 2 3 45
5. Persistent: stays fixed on the goals, despite interference
1 2 3 45
6. Determined: Takes a firm stand, acts with certainty
1 2 3 45
7. Trustworthy: is authentic and inspires confidence
1 2 3 45
8. Dependable: is consistent and reliable
1 2 3 45
9. Friendly: shows kindness and warmth
1 2 3 45
10. Outgoing: Talks freely, gets along well with others
1 2 3 45
11. Conscientious: is thorough, organized, and controlled
1 2 3 45
12. Diligent: is persistent, hardworking
1 2 3 45
13. Sensitive: shows tolerance, is tactful and sympathetic
1 2 3 45
14. Empathic: Understands others, identifies with others
1 2 3 45
Scoring
1. enter the responses for raters 1, 2, 3, 4, and 5 in the appropriate columns
as shown in example 2.1. The example provides hypothetical ratings to
help explain how the questionnaire can be used.
2. For each of the 14 items, compute the average for the five raters and
place that number in the “average rating” column.
3. place your own scores in the “self-rating” column.
38 Leadership Theory and pracTice
Example 2.1 Leadership Traits Questionnaire Ratings
rater 1 rater 2 rater 3 rater 4 rater 5
average
rating
selfrating
1. articulate
4
4
3
2
4
3.4
4
2. perceptive
2
5
3
4
4
3.6
5
3. self-confident
4
4
5
5
4
4.4
4
5
4. self-assured
5
5
5
5
5
5
5. persistent
4
4
3
3
3
3.4
3
6. determined
4
4
4
4
4
4
4
7. Trustworthy
5
5
5
5
5
5
5
8. dependable
4
5
4
5
4
4.4
4
9. Friendly
5
5
5
5
5
5
5
10. outgoing
5
4
5
4
5
4.6
4
11. conscientious
2
3
2
3
3
2.6
4
12. diligent
3
3
3
3
3
3
4
13. sensitive
4
4
5
5
5
4.6
3
14. empathic
5
5
4
5
4
4.6
3
Scoring Interpretation
The scores you received on the LTQ provide information about how you see
yourself and how others see you as a leader. The chart allows you to see where
your perceptions are the same as those of others and where they differ.
The example ratings show how the leader self-rated higher than the observers
did on the characteristic articulate. on the second characteristic, perceptive,
the leader self-rated substantially higher than others. on the self-confident
characteristic, the leader self-rated quite close to others’ ratings but lower.
There are no best ratings on this questionnaire. The purpose of the instrument
is to give you a way to assess your strengths and weaknesses and to evaluate
areas where your perceptions are congruent with those of others and where
there are discrepancies.
chapter 3 skills approach 67
Skills Inventory
Instructions: read each item carefully and decide whether the item describes
you as a person. indicate your response to each item by circling one of the five
numbers to the right of each item.
1. i enjoy getting into the details of how things work.
12 3 45
2. as a rule, adapting ideas to people’s needs is easy for me.
1 2 3 45
3. i enjoy working with abstract ideas.
1 2 3 45
4. Technical things fascinate me.
1 2 3 45
5. Being able to understand others is the most important
1 2 3 45
part of my work.
6. seeing the big picture comes easy for me.
1 2 3 45
7. one of my skills is being good at making things work.
12 3 45
8. My main concern is to have a supportive communication climate.
1 2 3 45
9. i am intrigued by complex organizational problems.
1 2 3 45
10. Following directions and filling out forms comes easily for me.
1 2 3 45
11. Understanding the social fabric of the organization is
important to me.
1 2 3 45
12. i would enjoy working out strategies for my organization’s growth.
1 2 3 45
13. i am good at completing the things i’ve been assigned to do.
1 2 3 45
14. Getting all parties to work together is a challenge i enjoy.
1 2 3 45
15. creating a mission statement is rewarding work.
1 2 3 45
16. i understand how to do the basic things required of me.
1 2 3 45
17. i am concerned with how my decisions affect the lives of others.
1 2 3 45
18. Thinking about organizational values and philosophy
appeals to me.
12345
Scoring
The skills inventory is designed to measure three broad types of leadership
skills: technical, human, and conceptual. score the questionnaire by doing the
following. First, sum the responses on items 1, 4, 7, 10, 13, and 16. This is your
technical skill score. second, sum the responses on items 2, 5, 8, 11, 14, and 17.
This is your human skill score. Third, sum the responses on items 3, 6, 9, 12, 15,
and 18. This is your conceptual skill score.
Total scores: Technical skill 24 human skill
25 conceptual skill 22
68
Leadership Theory and pracTice
Scoring Interpretation
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.
chapter 4 Behavioral approach 89
Leadership Behavior Questionnaire
Instructions: read each item carefully and think about how often you (or
the person you are evaluating) engage in the described behavior. indicate
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 45
2. acts friendly with members of the group.
1 2 3 45
3. sets standards of performance for group members.
1 2 3 45
4. helps others in the group feel comfortable.
1 2 3 45
5. Makes suggestions about how to solve problems.
1 2 3 45
6. responds favorably to suggestions made by others.
1 2 3 45
7. Makes his or her perspective clear to others.
1 2 3 45
8. Treats others fairly.
1 2 3 45
9. develops a plan of action for the group.
1 2 3 45
10. Behaves in a predictable manner toward group members.
1 2 3 45
11. defines role responsibilities for each group member.
1 2 3 45
12. communicates actively with group members.
1 2 3 45
13. clarifies his or her own role within the group.
12 3 45
14. shows concern for the well-being of others.
1 2 3 45
15. provides a plan for how the work is to be done.
1 2 3 45
16. shows flexibility in making decisions.
1 2 3 45
17. provides criteria for what is expected of the group.
1 2 3 45
18. discloses thoughts and feelings to group members.
1 2 3 45
19. encourages group members to do high-quality work.
1 2 3 45
20. helps group members get along with each other.
1 2 3 45
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: Task
46
relationship
44
90
Leadership Theory and pracTice
Scoring Interpretation
45–50
Very high range
40–44
high range
35–39
Moderately high range
30–34
Moderately low range
25–29
Low range
10–24
Very low range
The score you receive for task refers to the degree to which you help others
by defining their roles and letting them know what is expected of them.
This factor describes your tendencies to be task directed toward others
when you are in a leadership position. The score you receive for relationship
is a measure of the degree to which you try to make followers feel comfortable with themselves, each other, and the group itself. it represents a measure of how people oriented you are.
your results on the Leadership Behavior Questionnaire give you data about
your task orientation and people orientation. What do your scores suggest
about your leadership style? are you more likely to lead with an emphasis
on task or with an emphasis on relationship? as you interpret your responses
to the Leadership Behavior Questionnaire, ask yourself if there are ways
you could change your behavior to shift the emphasis you give to tasks and
relationships. To gain more information about your style, you may want to
have four or five of your coworkers fill out the questionnaire based on their
perceptions of you as a leader. This will give you additional data to compare
and contrast to your own scores about yourself.
chapter 5 situational approach 111
Situational Leadership® Questionnaire: Sample Items
Instructions: Look at the following four leadership situations and indicate what the
development level is in each situation, which leadership style each response
represents, and which leadership style is needed in the situation (i.e., action a, B, c,
or d).
Situation 1
Because of budget restrictions imposed on your department, it is necessary to
consolidate. you are thinking of asking a highly capable and experienced member
of your department to take charge of the consolidation. This person has worked in
all areas of your department and has the trust and respect of most of the staff.
she is very willing to help with the consolidation.
a. assign the project to her and let her determine how to accomplish it.
B. assign the task to her, indicate to her precisely what must be done, and supervise
her work closely.
c. assign the task to her and provide support and encouragement as needed.
d. assign the task to her and indicate to her precisely what needs to be done but
make sure you incorporate her suggestions.
development level (S4) low supportive-low directive action
A
Situation 2
you have recently been made a department head of the new regional office. in
getting to know your departmental staff, you have noticed that one of your
inexperienced employees is not following through on assigned tasks. she is
enthusiastic about her new job and wants to get ahead in the organization.
a. discuss the lack of follow-through with her and explore the alternative
ways this problem can be solved.
B. specify what she must do to complete the tasks but incorporate any suggestions she may have.
c.
define the steps necessary for her to complete the assigned tasks and
monitor her performance frequently.
d.
Let her know about the lack of follow-through and give her more time
to improve her performance.
development level (S1) High directive-low supportive
action
C
Situation 3
Because of a new and very important unit project, for the past three months you
have made sure that your staff members understood their responsibilities and
expected level of performance, and you have supervised them closely. due to
some recent project setbacks, your staff members have become some- what
discouraged. Their morale has dropped, and so has their performance.
112
Leadership Theory and pracTice
a. continue to direct and closely supervise their performance.
B. Give the group members more time to overcome the setbacks but occasionally check their progress.
c.
continue to define group activities but involve the group members
more in decision making and incorporate their ideas.
d.
participate in the group members’ problem-solving activities and encourage and support their efforts to overcome the project setbacks.
development level (S2) High directive-high supportive action
C
Situation 4
as a director of the sales department, you have asked a member of your staff
to take charge of a new sales campaign. you have worked with this person
on other sales campaigns, and you know he has the job knowledge and experience to be successful at new assignments. however, he seems a little unsure
about his ability to do the job.
a. assign the new sales campaign to him and let him function on his own.
B. set goals and objectives for this new assignment but consider his suggestions and involve him in decision making.
c.
Listen to his concerns but assure him he can do the job and support his
efforts.
d.
Tell him exactly what the new campaign involves and what you expect
of him, and supervise his performance closely.
development level (S3) Low directive-high supportive action
C
soUrce: adapted from Game Plan for Leadership and the One Minute Manager (Figure 5.20,
Learning activity, p. 5), by K. Blanchard, p. Zigarmi, and d. Zigarmi, 1992, escondido, ca:
Blanchard Training and development (phone 760-489-5005). Used with permission.
chapter 5 situational approach 113
Scoring Interpretation
a short discussion of the correct answers to the brief questionnaire will help to
explain the nature of situational Leadership® questionnaires.
situation 1 in the brief questionnaire describes a common problem faced by
organizations during downsizing: the need to consolidate. in this particular
situation, the leader has identified a person who appears to be highly compe- tent,
experienced, and motivated to direct the downsizing project. according to the sLii®
model, this person is at development Level 4, which calls for a delegative
approach. of the four response alternatives, it is the (a) response, “assign the
project to her and let her determine how to accomplish it,” that best represents
delegating (s4): low supportive–low directive leadership.
situation 2 describes a problem familiar to leaders at all levels in nearly all
organizations: lack of follow-through by an enthusiastic follower. in the given
example, the follower falls in development Level 1 because she lacks the
experience to do the job even though she is highly motivated to succeed. The sLii®
approach prescribes directing (s1) leadership for this type of follower. she needs
to be told when and how to do her specific job. after she is given directions, her
performance should be supervised closely. The correct response is (c), “define the
steps necessary to complete the assigned tasks and monitor her performance
frequently.”
situation 3 describes a very different circumstance. in this situation, the
followers seem to have developed some experience and an understanding of
what is required of them, but they have lost some of their motivation
to
complete the goal. Their performance and commitment have stalled because of
recent setbacks, even though the leader has been directing them closely.
according to sLii®, the correct response for the leader is to shift to a more
supportive coaching style (s2) of leadership. The action response that reflects
coaching is (c), “continue to define group activities but involve the group
members more in decision making and incorporate their ideas.”
situation 4 describes some of the concerns that arise for a director attempting to
identify the correct person to head a new sales campaign. The person iden- tified for
the position obviously has the skills necessary to do a good job with the new sales
campaign, but he appears apprehensive about his own abilities. in this context, sLii®
suggests that the director should use a supportive style (s3), which is consistent
with leading followers who are competent but lacking a certain degree of
confidence. a supportive style is represented by action response (c), “Listen to
his concerns but assure him he can do the job and support his efforts.”
now select two of your own followers. diagnose their current development level
on three different goals and your style of leadership in each situation. is there a
match? if not, what specifically can you do for them as a leader to ensure that
they have what they need to succeed?
134
Leadership Theory and practice
Path–Goal Leadership Questionnaire
Instructions: This questionnaire contains questions about different styles of
path–goal leadership. indicate how often each statement is true of your own
behavior.
Key: 1 = never 2 = hardly ever 3 = seldom 4 = occasionally 5 = often 6 =
Usually 7 = always
1.
i let followers know what is expected of them.
1 2 3 4 5 6 7
2.
i maintain a friendly working relationship with followers.
1 2 3 4 5 6 7
3.
i consult with followers when facing a problem.
1 2 3 4 5 6 7
4.
i listen receptively to followers’ ideas and suggestions.
1 2 3 4 5 6 7
5.
i inform followers about what needs to be done and how it
needs to be done.
i let followers know that i expect them to perform at their
highest level.
1 2 3 4 5 6 7
7.
i act without consulting my followers.
1 2 3 4 5 6 7
8.
i do little things to make it pleasant to be a member of the
group.
1 2 3 4 5 6 7
6.
1 2 3 4 5 6 7
9.
i ask followers to follow standard rules and regulations.
1 2 3 4 5 6 7
10.
i set goals for followers’ performance that are quite
challenging.
1 2 3 4 5 6 7
11.
i say things that hurt followers’ personal feelings.
1 2 3 4 5 6 7
12.
i ask for suggestions from followers concerning how to
carry out assignments.
1 2 3 4 5 6 7
13.
i encourage continual improvement in followers’
performance.
i explain the level of performance that is expected of
followers.
i help followers overcome problems that stop them from
carrying out their tasks.
i show that i have doubts about followers’ ability to meet
most objectives.
1 2 3 4 5 6 7
i ask followers for suggestions on what assignments should be
made.
i give vague explanations of what is expected of followers on
the job.
1 2 3 4 5 6 7
19.
i consistently set challenging goals for followers to attain.
1 2 3 4 5 6 7
20.
i behave in a manner that is thoughtful of followers’ personal
needs.
1 2 3 4 5 6 7
14.
15.
16.
17.
18.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
chapter 6 path–Goal Theory 135
Scoring
1. reverse the scores for items 7, 11, 16, and 18.
2. directive style: sum of scores on items 1, 5, 9, 14, and 18.
3. supportive style: sum of scores on items 2, 8, 11, 15, and 20.
4. participative style: sum of scores on items 3, 4, 7, 12, and 17.
5. achievement-oriented style: sum of scores on items 6, 10, 13, 16, and 19.
Scoring Interpretation
• directive style: a common score is 23, scores above 28 are considered high,
and scores below 18 are considered low.
• supportive style: a common score is 28, scores above 33 are considered high,
and scores below 23 are considered low.
• participative style: a common score is 21, scores above 26 are considered high,
and scores below 16 are considered low.
• achievement-oriented style: a common score is 19, scores above 24 are
considered high, and scores below 14 are considered low.
The scores you received on the path–Goal Leadership Questionnaire provide
information about which styles of leadership you use most often and which you
use less often. in addition, you can use these scores to assess your use of each style
relative to your use of the other styles.
soUrces: adapted from A Path-Goal Theory Investigation of Superior-Subordinate
Relationships, by J. indvik, unpublished doctoral dissertation, University of Wisconsin–
Madison, 1985; and from indvik (1988). Based on the work of house and dessler (1974) and house
(1977) cited in Fulk and Wendler (1982). Used by permission.
chapter 7 Leader–Member exchange Theory 157
LMX 7 Questionnaire
Instructions: This questionnaire contains items that ask you to describe your
relationship with either your leader or one of your followers. For each of the
items, indicate the degree to which you think the item is true for you by circling one of the responses that appear below the item.
1. do you know where you stand with your leader (follower) . . . [and]
do you usually know how satisfied your leader (follower) is with what
you do?
rarely
occasionally
sometimes
Fairly often
Very often
1
2
3
4
5
2. how well does your leader (follower) understand your job problems and
needs?
not a bit
a little
1
a fair amount
Quite a bit
a great deal
3
4
5
2
3. how well does your leader (follower) recognize your potential?
not at
all
a
1
little
Moderately
Mostly
Fully
2
3
4
5
4. regardless of how much formal authority your leader (follower) has
built into his or her position, what are the chances that your leader
(follower) would use his or her power to help you solve problems in
your work?
none
small
Moderate
high
1
2
3
4
Very high
5
5. again, regardless of the amount of formal authority your leader
(follower) has, what are the chances that he or she would “bail you out”
at his or her expense?
none
small
Moderate
high
1
2
3
4
Very high
5
6. i have enough confidence in my leader (follower) that i would defend
and justify his or her decision if he or she were not present to do so.
strongly disagree
1
disagree
neutral
agree
strongly agree
2
3
4
5
7. how would you characterize your working relationship with your leader
(follower)?
extremely
ineffective
Worse than
average
average
Better than
average
extremely
effective
1
2
3
4
5
158
Leadership Theory and pracTice
By completing the LMX 7, you can gain a fuller understanding of how LMX
theory works. The score you obtain on the questionnaire reflects the quality
of your leader–member relationships, and indicates the degree to which your
relationships are characteristic of partnerships, as described in the LMX model.
you can complete the questionnaire both as a leader and as a follower. in the
leader role, you would complete the questionnaire multiple times, assessing
the quality of the relationships you have with each of your followers. in the
follower role, you would complete the questionnaire based on the leaders to
whom you report.
Scoring Interpretation
although the LMX 7 is most commonly used by researchers to explore theoretical questions, you can also use it to analyze your own leadership style. you
can interpret your LMX 7 scores using the following guidelines: very high =
30−35, high = 25−29, moderate = 20−24, low = 15−19, and very low = 7−14.
scores in the upper ranges indicate stronger, higher-quality leader–member
exchanges (e.g., in-group members), whereas scores in the lower ranges indicate exchanges of lesser quality (e.g., out-group members).
soUrce: reprinted from The Leadership Quarterly, 6(2), G. B. Graen and M. Uhl-Bien,
“relationship-Based approach to Leadership: development of Leader–Member exchange
(LMX) Theory of Leadership over 25 years: applying a Multi- Level, Multi-domain
perspective,” pp. 219–247. copyright (1995) with permission from elsevier.
chapter 8 Transformational Leadership 191
Sample Items From the Multifactor Leadership
Questionnaire (MLQ) Form 5X-Short
These questions provide examples of the items that are used to evaluate
lead- ership style. The MLQ is provided in both self and rater forms. The
self form measures self-perception of leadership behaviors. The rater form
is used to measure leadership. By thinking about the leadership styles as
exemplified below, you can get a sense of your own belief about your
leadership.
Key:
0 = not 1 = once in
at all
a while
2 = sometimes 3 = Fairly
often
4 = Frequently,
if not always
Transformational Leadership Styles
idealized influence
(attributes)
i go beyond self-interest for the
good of the group.
0 1 2 3 4
idealized influence
(Behaviors)
i consider the moral and ethical
consequences of decisions.
0 1 2 3 4
inspirational
Motivation
i talk optimistically about the future. 0 1 2 3 4
intellectual stimulation i reexamine critical assumptions to
question whether they are
appropriate.
0 1 2 3 4
individualized
consideration
0 1 2 3 4
i help others to develop their
strengths.
Transactional Leadership Styles
contingent reward
i make clear what one can expect to 0 1 2 3 4
receive when performance goals
are achieved.
Management by
exception: active
i keep track of all mistakes.
0 1 2 3 4
Passive/Avoidant Leadership Styles
Management by
exception: passive
i wait for things to go wrong before 0 1 2 3 4
taking action.
Laissez-Faire
i avoid making decisions.
0 1 2 3 4
soUrce: reproduced by special permission of the publisher, Mind Garden, inc., www
.mindgarden.com from the Multifactor Leadership Questionnaire by Bernard M. Bass and
Bruce J. avolio. copyright © 1995, 2000, 2004 by Bernard M. Bass and Bruce J. avolio.
Further reproduction is prohibited without the publisher’s written consent.
220
Leadership Theory and pracTice
Authentic Leadership Self-Assessment Questionnaire
Instructions: This questionnaire contains items about different dimensions of authentic
leadership. There are no right or wrong responses, so please answer honestly. Use the
following scale when responding to each statement by writ- ing the number from the scale
belowthatyoufeelmostaccuratelycharacterizes your response to the statement.
Key: 1 = strongly
disagree
2 = disagree
3 = neutral
4 = agree
5 = strongly
agree
1. i can list my three greatest weaknesses.
1 2 3 45
2. My actions reflect my core values.
1 2 3 45
3. i seek others’ opinions before making up my own mind.
1 2 3 45
4. i openly share my feelings with others.
1 2 3 45
5. i can list my three greatest strengths.
1 2 3 45
6. i do not allow group pressure to control me.
1 2 3 45
7. i listen closely to the ideas of those who disagree with me.
1 2 3 45
8. i let others know who i truly am as a person.
1 2 3 45
9. iseek feedback as a way ofunderstanding who ireally am as a
person.
10. other people know where i stand on controversial issues.
1 2 3 45
1 2 3 45
11. idonotemphasizemyownpointofviewatthe expense
ofothers.
1 2 3 45
12. i rarely present a “false” front to others.
1 2 3 45
13. i accept the feelings i have about myself.
1 2 3 45
14. My morals guide what i do as a leader.
1 2 3 45
15. ilistenverycarefullytotheideasofothersbefore making
decisions.
16. i admit my mistakes to others.
Scoring
1. sum the responses on items 1, 5, 9, and 13 (self-awareness).
2. sum the responses on items 2, 6, 10, and 14 (internalized moral perspective).
3. sum the responses on items 3, 7, 11, and 15 (balanced processing).
4. sum the responses on items 4, 8, 12, and 16 (relational transparency).
1 2 3 45
1 2 3 45
chapter 9 authentic Leadership 221
Total Scores
self-awareness:
18
internalized Moral perspective: 18
Balanced processing:
16
relational Transparency:
18
Scoring Interpretation
This self-assessment questionnaire is designed to measure your authentic lead- ership by assessing four
components of the process: self-awareness, internal- ized moral perspective, balanced processing,
and relational transparency. By comparing your scores on each of these components, you can
determine which are your stronger and which are your weaker components in each cat- egory. you
can interpret your authentic leadership scores using the following guideline: high = 16–20 and low
= 15 and below. scores in the upper range indicate stronger authentic leadership, whereas
scores in the lower range indicate weaker authentic leadership.
chapter 10 servant Leadership 251
Servant Leadership Questionnaire
Instructions: select two people who know you in a leadership capacity such as a
coworker, fellow group member, or follower. Make two copies of this
questionnaire and give a copy to each individual you have chosen. Using the
following 7-point scale, ask them to indicate the extent to which they agree or
disagree with the following statements as they pertain to your leadership. in these
statements, “he/she” is referring to you in a leadership capacity.
Key:
1 = strongly disagree
2 = disagree
3 = disagree somewhat
4 = Undecided 5 = agree somewhat 6 = agree 7 = strongly agree
1. others would seek help from him/her if they had a personal
problem.
2. he/she emphasizes the importance of giving back to the
community.
1 2 3 4 5 6
7
1 2 3 4 5 6
7
3. he/she can tell if something work related is going wrong.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
4. he/she gives others the responsibility to make important
decisions about their own jobs.
5. he/she makes others’ career development a priority.
1 2 3 4 5 6
7
6. he/she cares more about others’ success than his/her own.
1 2 3 4 5 6
7
7. he/she holds high ethical standards.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
8. he/she cares about others’ personal well-being.
9. he/she is always interested in helping people in the community. 1 2 3 4 5 6 7
1 2 3 4 5 6 7
10. he/she is able to think through complex problems.
11. he/she encourages others to handle important work decisions 1 2 3 4 5 6
on their own.
7
12. he/she is interested in making sure others reach their career goals.
1 2 3 4 5 6
7
13. he/she puts others’ best interests above his/her own.
1 2 3 4 5 6
7
14. he/she is always honest.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
15. he/she takes time to talk to others on a personal level.
16. he/she is involved in community activities.
17. he/she has a thorough understanding of the organization
and its goals.
18. he/she gives others the freedom to handle difficult situations
in the way they feel is best.
19. he/she provides others with work experiences that enable
them to develop new skills.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6
7
20. he/she sacrifices his/her own interests to meet others’ needs.
1 2 3 4 5 6
7
21. he/she would not compromise ethical principles in order to
meet success.
22. he/she can recognize when others are feeling down without
asking them.
1 2 3 4 5 6
7
1 2 3 4 5 6
7
23. he/she encourages others to volunteer in the community.
1 2 3 4 5 6
7
24. he/she can solve work problems with new or creative ideas.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
25. if others need to make important decisions at work, they do
not need to consult him/her.
252
Leadership Theory and pracTice
26. he/she wants to know about others’ career goals.
27. he/she does what he/she can to make others’ jobs easier.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
28. he/she values honesty more than profits.
1 2 3 4 5 6 7
soUrce: reprinted (adapted version) from The Leadership Quarterly, 19, r. c. Liden, s.
J. Wayne, h. Zhao, and d. henderson, “servant Leadership: development of a
Multidimensional Measure and Multi-Level assessment,” pp. 161-177, copyright
(2008), with permission from elsevier
Scoring
Using the questionnaires on which others assessed your leadership, take
the separate scores for each item, add them together, and divide that sum by
two. This will give you the average score for that item. For example, if
person a assessed you at 4 for item 2, and person B marked you as a 6,
your score for item 2 would be 5.
once you have averaged each item’s scores, use the following steps to
com- plete the scoring of the questionnaire:
1. add up the scores for 1, 8, 15, and 22. This is your score for emotional healing.
2. add up the scores for 2, 9, 16, and 23. This is your score for creating
value for the community.
3. add up the scores for 3, 10, 17, and 24. This is your score for conceptual skills.
4. add up the scores for 4, 11, 18, and 25. This is your score for empowering.
5. add up the scores for 5, 12, 19, and 26. This is your score for helping
followers grow and succeed.
6. add up the scores for 6, 13, 20, and 27. This is your score for putting
followers first.
7. add up the scores for 7, 14, 21, and 28. This is your score for behaving ethically.
Scoring Interpretation
• High range: a score between 23 and 28 means you strongly exhibit
this servant leadership behavior.
• Moderate range: a score between 14 and 22 means you tend to
exhibit this behavior in an average way.
• Low range: a score between 8 and 13 means you exhibit this
leadership behavior below the average or expected degree.
• Extremely low range: a score between 0 and 7 means you are not
inclined to exhibit this leadership behavior at all.
The scores you received on the servant Leadership Questionnaire indicate
the degree to which you exhibit the seven behaviors characteristic of a
servant leader. you can use the results to assess areas in which you have
strong servant leadership behaviors and areas in which you may strive to
improve.
chapter 11 adaptive Leadership 285
Adaptive Leadership Questionnaire
Instructions: This questionnaire contains items that assess different dimensions of
adaptive leadership and will be completed by you and others who know you
(coworkers, friends, members of a group you belong to).
1. Make five copies of this questionnaire.
2. Fill out the assessment about yourself; where you see the phrase “this
leader,” replace it with “i” or “me.”
3. have each individual indicate the degree to which he or she agrees with
each of the 30 statements below regarding your leadership by circling
the number from the scale that he or she believes most accurately
characterizes their response to the statement. There are no right or
wrong responses.
Key: 1 = strongly
disagree
2 = disagree
3 = neutral
4 = agree
5 = strongly
agree
1.
When difficulties emerge in our organization, this leader is good at
stepping back and assessing the dynamics of the people involved.
123 4 5
2.
When events trigger strong emotional responses among employees,
this leader uses his/her authority as a leader to resolve the problem.
123 4 5
3.
When people feel uncertain about organizational change, they trust
that this leader will help them work through the difficulties.
123 4 5
4.
in complex situations, this leader gets people to focus on the issues
they are trying to avoid.
123 4 5
5.
When employees are struggling with a decision, this leader tells them
what he/she thinks they should do.
123 4 5
6.
during times of difficult change, this leader welcomes the thoughts
of group members with low status.
123 4 5
7.
in difficult situations, this leader sometimes loses sight of the “big
picture.”
123 4 5
8.
When people are struggling with value questions, this leader reminds 1 2 3 4 5
them to follow the organization’s policies.
9.
When people begin to be disturbed by unresolved conflicts, this
leader encourages them to address the issues.
123 4 5
10.
during organizational change, this leader challenges people to
concentrate on the “hot” topics.
123 4 5
11.
When employees look to this leader for answers, he/she encourages
them to think for themselves.
123 4 5
12.
Listening to group members with radical ideas is valuable to this leader.
123 4 5
13.
When this leader disagrees with someone, he/she has difficulty
listening to what the person is really saying.
12 3 4 5
14.
When others are struggling with intense conflicts, this leader steps in 1 2 3 4 5
to resolve the differences.
286
Leadership Theory and pracTice
15.
This leader has the emotional capacity to comfort others as they
work through intense issues.
1234 5
16.
When people try to avoid controversial organizational issues, this
leader brings these conflicts into the open.
1 2 34 5
17.
This leader encourages his/her employees to take initiative in
defining and solving problems.
1234 5
18.
This leader is open to people who bring up unusual ideas that seem
to hinder the progress of the group.
1 2 34 5
19.
in challenging situations, this leader likes to observe the parties
involved and assess what’s really going on.
1234 5
20.
This leader encourages people to discuss the “elephant in the room.”
1 2 34 5
21.
people recognize that this leader has confidence to tackle
challenging problems.
1234 5
22.
This leader thinks it is reasonable to let people avoid confronting
difficult issues.
1 2 34 5
23.
When people look to this leader to solve problems, he/she enjoys
providing solutions.
1234 5
24.
This leader has an open ear for people who don’t seem to fit in with
the rest of the group.
1234 5
25.
in a difficult situation, this leader will step out of the dispute to gain
perspective on it.
1 234 5
26.
This leader thrives on helping people find new ways of coping with
organizational problems.
1 2 34 5
27.
people see this leader as someone who holds steady in the storm.
1 2 34 5
28.
in an effort to keep things moving forward, this leader lets people
avoid issues that are troublesome.
1234 5
29.
When people are uncertain about what to do, this leader empowers 1 2 3 4 5
them to decide for themselves.
30.
To restore equilibrium in the organization, this leader tries to
neutralize comments of out-group members.
1 2 34 5
Scoring
Get on the Balcony—This score represents the degree to which you are able
to step back and see the complexities and interrelated dimensions of a
situation.
To arrive at this score:
sum items 1, 19, and 25 and the reversed (r) score values for 7 and 13
(i.e., change 1 to 5, 2 to 4, 4 to 2, and 5 to 1, with 3 remaining unchanged).
5 1 2 7(r) 4 13(r) 5 19 3 25 19 Total (Get on the Balcony)
Identify the Adaptive Challenge—This score represents the degree to
which you recognize adaptive challenges and do not respond to these
challenges with technical leadership.
chapter 11 adaptive Leadership 21
To arrive at this score:
sum items 20 and 16 and the reversed (r) score values for 2, 8, and 14
(i.e., change 1 to 5, 2 to 4, 4 to 2, and 5 to 1, with 3 remaining unchanged).
2 2(r) 1
challenge)
8(r) 2
14(r) 4 20 4
26
13 Total (identify the adaptive
Regulate Distress—This score represents the degree to which you provide a safe
environment in which others can tackle difficult problems and to which you are
seen as confident and calm in conflict situations.
To arrive at this score:
sum items 3, 9, 15, 21, and 27.
3
3 4 9
5 15 5 21
4 27 21
Total (regulate distress)
Maintain Disciplined Attention—This score represents the degree to which you
get others to face challenging issues and not let them avoid difficult problems.
To arrive at this score:
sum items 4, 10, and 26 and the reversed (r) score values for 22 and 28
(i.e., change 1 to 5, 2 to 4, 4 to 2, and 5 to 1, with 3 remaining unchanged).
4 4 4 10
4
disciplined attention)
16
2
22(r)
1
15
28(r)
Total (Maintain
Give the Work Back to the People—This score is the degree to which you
empower others to think for themselves and solve their own problems.
To arrive at this score:
sum items 11, 17, and 29 and the reversed (r) score values for 5 and 23
(i.e., change 1 to 5, 2 to 4, 4 to 2, and 5 to 1, with 3 remaining unchanged).
1 5(r) 5 11
Back to the people)
5
17
1
23(r)
5
29
17
Total (Give the Work
Protect Leadership Voices From Below—This score represents the degree to which
you are open and accepting of unusual or radical contributions from low-status group
members.
To arrive at this score:
sum items 6, 12, 18, and 24 and the reversed (r) score value for 30 (i.e., change 1 to
5, 2 to 4, 4 to 2, and 5 to 1, with 3 remaining unchanged).
4 6 5 12 4
Voices From Below)
18
5
24
2
30(r)
20
Total (protect Leadership
288 Scoring Chart
To complete the scoring chart, enter the raters’ scores and your own scores in the
appropriate column on the scoring sheet below. Find the average score from your
five raters, and then calculate the difference between the average and your selfrating.
Rater 1
Get on the
Balcony
identify the
adaptive
challenge
regulate
distress
Maintain
disciplined
attention
Give the Work
Back to the
people
protect
Leadership
Voices From
Below
Rater 2
Rater 3
Rater 4
Rater 5
Average
Rating
Self-Rating
19
Moderately
high range
13
Moderate low
range
21
High range
15
Moderate low
range
17
Moderately
high range
20
Moderately
high range
chapter 11 adaptive Leadership 23
Scoring Interpretation
• High range: a score between 21 and 25 means you are strongly inclined
to exhibit this adaptive leadership behavior.
• Moderately high range: a score between 16 and 20 means you moderately exhibit this adaptive leadership behavior.
• Moderate low range: a score between 11 and 15 means you at times
exhibit this adaptive leadership behavior.
• Low range: a score between 5 and 10 means you are seldom inclined to
exhibit this adaptive leadership behavior.
This questionnaire measures adaptive leadership assessing six components of
the process: get on the balcony, identify the adaptive challenge, regulate
distress, maintain disciplined attention, give the work back to the people, and
protect leadership voices from below. By comparing your scores on each of
these components, you can determine which are your stronger and which are
your weaker components in each category. The scoring chart allows you to see
where your perceptions are the same as those of others and where they differ.
There are no “perfect” scores for this questionnaire. While it is confirming
when others see you in the same way as you see yourself, it is also beneficial
to know when they see you differently. This assessment can help you understand those dimensions of your adaptive leadership that are strong and
dimensions of your adaptive leadership you may seek to improve.
326 Leadership Theory and pracTice
LEADERSHIP INSTRUMENT
As discussed earlier in this chapter, Kelley (1992) developed a typology that
categorized followers into one of five styles (exemplary, alienated, conformist, passive, and pragmatist) based on two axes (independent thinking and
active engagement). These different dimensions of followership became the
basis for Kelley’s Followership Questionnaire, a survey that allows followership style to be determined through an empirical approach, rather than
through observation.
Followership Questionnaire
Instructions: Think of a specific leader–follower situation where you were in the
role of follower. For each statement, please use the scale below to indi- cate the
extent to which the statement describes you and your behavior in this situation.
Key:
0
rarely
1
2
3
4
occasionally
5
6
almost
always
1. does your work help you fulfill some societal goal or
personal dream that is important to you?
0 1 2 3 4 5 6
2. are your personal work goals aligned with the
organization’s priority goals?
0 1 2 3 4 5 6
3. are you highly committed to and energized by
your work and organization, giving them your
best ideas and performance?
0 1 2 3 4 5 6
4. does your enthusiasm also spread to and energize your
coworkers?
0 1 2 3 4 5 6
5. instead of waiting for or merely accepting what the
leader tells you, do you personally identify which
organizational activities are most critical for achieving the
organization’s priority goals?
0 1 2 3 4 5 6
6. do you actively develop a distinctive competence in those
critical activities so that you become more valuable to the
leader and the organization?
0 1 2 3 4 5 6
chapter 12 Followership 327
7. When starting a new job or assignment, do you promptly
build a record of successes in tasks that are important to the
leader?
0 1 2 3 4 5 6
8. can the leader give you a difficult assignment without the
benefit of much supervision, knowing that you will meet
your deadline with highest-quality work and that you will
“fill in the cracks” if need be?
0 1 2 3 4 5 6
9. do you take the initiative to seek out and successfully
complete assignments that go above and beyond your job?
0 1 2 3 4 5 6
10. When you are not the leader of a group project, do you
still contribute at a high level, often doing more than
your share?
0 1 2 3 4 5 6
11. do you independently think up and champion new ideas that
will contribute significantly to the leader’s or the
organization’s goals?
0 1 2 3 4 5 6
12. do you try to solve the tough problems (technical or
organizational),ratherthan look to the leaderto do it for you?
0 1 2 3 4 5 6
13. do you help out other coworkers, making them look good,
even when you don’t get any credit?
0 1 2 3 4 5 6
14. do you help the leader or group see both the upside
potential and downside risks of ideas or plans, playing the
devil’s advocate if need be?
0 1 2 3 4 5 6
15. do you understand the leader’s needs, goals, and
constraints, and work hard to help meet them?
0 1 2 3 4 5 6
16. do you actively and honestly own up to your strengths and
weaknesses rather than put off evaluation?
0 1 2 3 4 5 6
17. do you make a habit of internally questioning the
wisdom of the leader’s decision rather than just doing
what you are told?
0 1 2 3 4 5 6
18. When the leader asks you to do something that runs
contrary to your professional or personal preferences, do
you say “no” rather than “yes”?
0 1 2 3 4 5 6
19. do you act on your own ethical standards rather than the
leader’s or the group’s standards?
0 1 2 3 4 5 6
20. do you assert your views on important issues, even though it might
mean conflict with your group or reprisals from the leader?
0 1 2 3 4 5 6
soUrce: excerpts from The Power of Followership by robert e. Kelly, copyright © 1992 by
consultants to executives and organizations, Ltd. Used by permission of doubleday, an imprint
of the Knopf doubleday publishing Group, a division of penguin random house LLc. all rights
reserved.
328 Leadership Theory and pracTice
Scoring
The Followership Questionnaire measures your style as a follower based on two
dimensions of followership: independent thinking and active engagement. your responses indicate the degree to which you are an independent
thinker and actively engaged in your follower role. score the questionnaire by
doing the following. your scores will classify you as being primarily one of the five
styles: exemplary, alienated, conformist, pragmatist, or passive.
1. independent Thinking score: sum of questions 1, 5, 11, 12, 14, 16, 17, 18,
19, and 20 (TOTAL: 48)
2. active engagement score: sum of questions 2, 3, 4, 6, 7, 8, 9, 10, 13,
and 15 (TOTAL: 54)
• Exemplary Followership Style: If you scored high (above 40) on both independent
thinking and active engagement, your followership style is categorized as exemplary.
• Alienated Followership Style: If you scored high (above 40) on independent thinking and low
(below 20) on active engagement, your followership style is categorized as alienated.
• Conformist Followership Style: Ifyouscoredlow(below20)onindependentthinkingand high
(above 40) on active engagement, your followership style is categorized as conformist.
• Pragmatist Followership Style: Ifyouscored in themiddle range(from 20 to40)on both
independent thinking and active engagement,your followership style is categorized as
pragmatist.
• Passive Followership Style: If you scored low (below 20) on both independent thinking and
active engagement, your followership style is categorized as passive.
Followership Style
Independent Thinking Score
Active Engagement Score
EXEMPLARY
High
High
ALIENATED
High
Low
CONFORMIST
Low
High
PRAGMATIST
Middling
Middling
PASSIVE
Low
Low
soUrce: adapted from The Power of Followership (pp. 89–98), by r. e. Kelley, 1992, new york,
ny: doubleday Business. adapted with permission.
Scoring Interpretation
What do the different styles mean? how should you interpret your style? The
followership styles characterize how you carry out the followership role, not who
you are as a person. at any point in time, or under different circum- stances,
you may use one followership pattern rather than another.
chapter 12 Followership 329
Exemplary Follower
exemplary followers score high in both independent thinking and active engage- ment.
They exhibit independent, critical thinking, separate from the group or leader.
They are actively engaged, using their talents for the benefit of the organization,
even when confronted with bureaucracy or other noncontributing members. Up to
35% of people are categorized as exemplary followers.
Alienated Follower
alienated followers score high in independent thinking but low in active engage- ment.
This means that they think independently and critically, but are not active in carrying
out the role of a follower. They might disengage from the group at times and may
view themselves as victims who have received unfair treatment. approximately 15%–
25% of people are categorized as alienated followers.
Conformist Follower
conformist followers often say “yes” when they really want to say “no.” Low in
independent thinking and high in active engagement, they willingly take orders
and are eager to please others. They believe that the leader’s position of power
entitles the leader to followers’ obedience. They do not question the social
order and find comfort in structure. approximately 20%–30% of people are
categorized as conformist followers.
Pragmatist Follower
With independent thinking and active engagement styles that fall between high
and low, pragmatic followers are most comfortable in the middle of the road and
tend to adhere to a motto of “better safe than sorry.” They will question a
leader’s decisions, but not too often or too openly. They perform required tasks,
but seldom do more than is asked or expected. approximately 25%–35% of people
are categorized as pragmatist followers.
Passive Follower
With low independent thinking and low active engagement behaviors, pas- sive
followers are the opposite of exemplary followers, looking to the leader to do
their thinking for them. They do not carry out their assignments with enthusiasm
and lack initiative and a sense of responsibility. approximately 5%–10% of people
are categorized as passive followers.
soUrce: Based on excerpts from The Power or Followership by robert e. Kelly, copyright © 1992
by consultants to executives and organizations, Ltd. Used by permission of doubleday, an
imprint of the Knopf doubleday publishing Group, a division of penguin random house LLc. all
rights reserved.
360 Leadership Theory and pracTice
Ethical Leadership Style Questionnaire (Short Form)
Instructions: please read the following 10 hypothetical situations in which a
leader is confronted with an ethical dilemma. place yourself in the role of the
leader or manager in the situation and indicate with an “X” your most pre- ferred
response. your most preferred response is the response that best describes
why you would do what you would do in that particular situation. choose only
one response. There are no right or wrong answers.
Response alternatives explained:
• I would do what is right: This option includes following the rules, meet- ing
my responsibilities, fulfilling my obligations, and adhering to organi- zation
policy. rules in this context may be explicit orimplicit.
• I would do what benefits the most people: This option includes doing what
helps the most people overall and what creates the greatest total happi- ness.
it also includes doing the greatest good for the greatest number.
• I would do what a good person would do: This option includes exhibiting excellence of character, acting with integrity, and being faithful to one’s
principles. This option includes employing virtues such as courage, honesty,
and loyalty.
• I would do what shows that I care about my close relationships: This
option includes building and maintaining caring relationships, nurtur- ing
relationships, and being responsive to the needs of others. it gives special
consideration to those with whom i share a personal bond or commitment.
• I would do what benefits me the most: This option includes achieving my
goals, being successful in my assigned task, and advancing my career. it also
includes doing things that are in my self-interest.
• I would do what is fair: This option includes acting with justice, being
equitable to others, and treating others fairly. it also includes distributing
benefits and burdens to everyoneequally.
Situations
1. you are the leader of a manufacturing team and learn that your
employees are falsifying product quality results to sell more products. if you
report the matter, most of them will lose their jobs, you may lose yours, and
your company will take a significant hit to its reputation. What would you
do in this situation?
¨
¨
¨
¨
¨
¨
a. i would do what is right.
B. i would do what benefits the most people.
c. i would do what a good person would do.
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what is fair.
2. you have an employee who has been having performance problems, which is
making it hard for your group to meet its work quota. This person was
recommended to you as a solid performer. you now believe
chapter 13 Leadership ethics 361
the person’s former manager had problems with the employee and just
wanted to get rid of the person. if you give the underperforming employee
a good recommendation, leaving out the performance prob- lems, you will
have an opportunity to pass the employee off to another group. What would
you do in this situation?
¨
¨
¨
¨
¨
¨
a. i would do what is right.
B. i would do what benefits the most people.
c. i would do what a good person would do.
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what isfair.
3. your team is hard-pressed to complete a critical project. you hear about a job
opening that would be much better for one of your key employees’ career. if
this individual leaves the team, it would put the project in danger. What
would you do in this situation?
¨
¨
¨
¨
¨
¨
a. i would do what is right.
B. i would do what benefits the most people.
c. i would do what a good person would do.
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what isfair.
4. an employee of yours has a child with a serious illness and is having
trouble fulfilling obligations at work. you learn from your administra- tive
assistant that this employee claimed 40 hours on a time sheet for a week
when the employee actually only worked 30 hours. What would you do in
this situation?
¨
¨
¨
¨
¨
¨
a. i would do what is right.
B. i would do what benefits the most people.
c. i would do what a good person would do.
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what isfair.
5. you are a manager, and some of your employees can finish their quo- tas in
much less than the allotted time to do so. if upper management becomes
aware of this, they will want you to increase the quotas. some of your
employees are unable to meet their current quotas. What would you do in
this situation?
¨
a. i would do what is right.
¨
¨
¨
¨
¨
B. i would do what benefits the most people.
c. i would do what a good person would do.
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what isfair.
362 Leadership Theory and pracTice
6. you are an organization’s chief financial officer, and you are aware that the
chief executive officer and other members of the senior leadership team
want to provide exaggerated financial information to keep the
company’s stock price high. The entire senior management team holds
significant stock positions. What would you do in this situation?
¨
¨
¨
¨
¨
¨
a. i would do what is right.
B. i would do what benefits the most people.
c. i would do what a good person would do.
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what is fair.
7. Two new employees have joined your accounting team right out of school. They
are regularly found surfing the internet or texting on their phones. your
accounting work regularly requires overtime at the end of the month to get the
financial reports completed. These employees refuse to do any overtime,
which shifts work to other team members. The other team mem- bers are
getting resentful and upset. What would you do in this situation?
¨
a. i would do what is right.
¨
¨
¨
¨
¨
B. i would do what benefits the most people.
c. i would do what a good person would do.
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what isfair.
8. you are the director of a neighborhood food cooperative. a member— a
single parent with four children—is caught shoplifting $30 in grocer- ies
from the co-op. you suspect this person has been stealing for years. you
consider pressing charges. What would you do in this situation?
¨
¨
¨
¨
¨
¨
a. i would do what is right.
B. i would do what benefits the most people.
c. i would do what a good person would do.
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what isfair.
9. you have been accused of discriminating against a particular gender in
your hiring practices. a new position opens up, and you could hire a
candidate of the gender you’ve been accused of discriminating against over
a candidate of another gender, even though the latter candidate has
slightly better qualifications. hiring the former candidate would let you
address this accusation and improve your reputation in the com- pany.
What would you do in this situation?
¨
¨
¨
a. i would do what is right.
B. i would do what benefits the most people.
c. i would do what a good person would do.
chapter 13 Leadership ethics 363
¨
¨
¨
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what isfair.
10. you are a professor. one of your best students buys an essay online and turns it
in for a grade. Later in the term, the student begins to feel guilty and confesses
to you that the paper was purchased. it is the norm at the university to fail a
student guilty of plagiarism. you must decide if you will flunk the student. What
would you do in this situation?
¨
¨
¨
a. i would do what is right.
B. i would do what benefits the most people.
c. i would do what a good person would do.
¨
¨
¨
d. i would do what shows that i care about my relationships.
e. i would do what benefits me the most.
F. i would do what isfair.
Scoring
To score the questionnaire, sum the number of times you selected item a, B, c, d, e,
or F. The sum of a responses represents your preference for Duty Ethics, the
sum of B responses represents your preference for Utilitarian Ethics, the sum
of c responses represents your preference for Virtue Ethics, the sum of d
responses represents your preference for Caring Ethics, the sum of e responses
represents your preference for Egoism Ethics, and the sum of F responses
represents your preference for Justice Ethics. place these sums in the Total scores
section that follows.
a. duty ethics:
2
2
B.
Utilitarian ethics:
c.
Virtue ethics:
d.
caring ethics:
e.
egoism ethics:
1
3
0
F.
Justice ethics:
2
Scoring Interpretation
The scores you received on this questionnaire provide information about your
ethical leadership style; they represent your preferred way of addressing eth- ical
dilemmas. Given a situation with an ethical dilemma, this questionnaire points to
what ethical perspective is behind the choices you would make to resolve the
dilemma. as you look at your total scores, your highest score rep- resents your
primary or dominant ethical leadership style, your second-highest score is the next
most important, and so on. if you scored 0 for a category, it means that you put
lower priority on that particular ethical approach to guide your decision making
when facing ethical dilemmas.
• If you scored higher on Duty Ethics, it means you follow the rules and do
what you think you are supposed to do when facing ethical dilemmas.
364 Leadership Theory and pracTice
you focus on fulfilling your responsibilities and doing what you think is the right
thing to do.
• If you scored higher on Utilitarian Ethics, it means you try to do what is
best for the most people overall when facing ethical dilemmas. you focus on
what will create happiness for the largest number of individuals.
• If you scored higher on Virtue Ethics, it means that you pull from who you
are (your character) when facing ethical dilemmas. you act out of integ- rity,
and you are faithful to your own principles ofgoodness.
• If you scored higher on Caring Ethics, it means that you give attention to
your relationships when facing ethical dilemmas. you may give special consideration to those with whom you share a personal bond or commitment.
• If you scored higher on Egoism Ethics, it means that you do what is best for
yourself when facing ethical dilemmas. you are not afraid to assert your own
interests and goals when resolving problems.
• If you scored higher on Justice Ethics, it means that you focus on treating
others fairly when facing ethical dilemmas. you try to make sure the benefits and
burdens of decisions are shared equitably between everyone concerned.
comparing your scores regarding each of these ethical perspectives can give you a
sense of what is important to you when addressing an ethical concern. a low score
in any of the categories suggests that you give less priority to that ethical
perspective.alloftheethicalperspectiveshavemerit,sothereisno “best”
perspective to maintain.
This questionnaire is intended as a self-assessment exercise. although each ethical
approach is presented as a discrete category, it is possible that one category may
overlap with another category. it is also possible that you may have an ethical
leadership style that is not fully captured in this question- naire. since this
questionnaire is an abridged version of an expanded ques- tionnaire, you may wish to
take the full questionnaire to gain a more accurate reflection of your ethical approach.
it can be taken at www.leaderdecision makingsurvey.com.
chapter 14 Team Leadership 397
Team Excellence and Collaborative
Team Leader Questionnaire
Instructions: This questionnaire contains questions about your team and the
leadership within this team. indicate whether you feel each statement is true
or not true of your team. Use the following scale:
Key: 1 = False 2 = More false than true 3 = More true than false 4 = True
1. There is a clearly defined need—a goal to be achieved or a purpose
to be served—that justifies the existence of our team. (team: clear,
elevating goal)
12 3 4
2. We have an established method for monitoring individual performance
and providing feedback. (team: results-driven structure)
12 3 4
3. Team members possess the essential skills and abilities to accomplish the 1 2 3 4
team’s objectives. (team: competent team members)
4. achieving our team goal is a higher priority than any individual
objective. (team: unified commitment)
12 3 4
5. We trust each other sufficiently to accurately share information,
perceptions, and feedback. (team: collaborative climate)
12 3 4
6. our team exerts pressure on itself to improve performance.
(team: standards of excellence)
12 3 4
7. our team is given the resources it needs to get the job done.
(team: external support and recognition)
12 3 4
8. if it’s necessary to adjust the team’s goal, our team leader makes sure
we understand why. (leadership: focus on the goal)
12 3 4
9. our team leader creates a safe climate for team members to openly
and supportively discuss any issue related to the team’s success.
(leadership: ensure collaborative climate)
12 3 4
10. our team leader looks for and acknowledges contributions by team
members. (leadership: build confidence)
12 3 4
11. our team leader understands the technical issues we must face in
12 3 4
achieving our goal. (leadership: demonstrate sufficient technical knowhow)
12. our team leader does not dilute our team’s effort with too many
priorities. (leadership: set priorities)
12 3 4
13. our team leader is willing to confront and resolve issues associated
with inadequate performance by team members. (leadership: manage
performance)
12 3 4
soUrces: Questions 1–7: adapted from the Team excellence survey (copyright 1987
LaFasto and Larson; portions reprinted with permission of profact). Questions 8–13:
adapted from the collaborative Team Leader instrument (copyright 1996 LaFasto and
Larson; portions reprinted with permission).
398 Leadership Theory and pracTice
Scoring Interpretation
In addition to such targeted questions on each of the criteria of excellence, the complete
surveys ask open-ended questions to allow team members to comment on issues that might
not be specifically covered in the directed questions, such as strengths and weaknesses of the
team and its leadership, necessary changes, problematic norms, or issues that need to be
addressed. The complete version of the survey is given to team members and the team leader,
and all are involved in the diagnosis and the resulting action plan- ning. Such a method is
clearly consistent with the empowerment move- ment in organizational teams and helps
address the enormous complexity involved in making teams effective.
chapter 15 Gender and Leadership 421
The Gender–Leader Implicit Association Test
Instructions: This exercise begins with a practice trial. Using a pencil, classify each
of the words in the middle column into one of the two categories indicated,
Flower or Insect, by putting a check mark in the column to the left or the right.
please do this task as quickly as possible, taking care not to skip over any words.
Practice Trial
Flower
Insect
o
o
rose
o
Lily
o
o
dragonfly
o
Beetle
o
Gnat
o
o
o
o
daffodil
o
o
Mosquito
o
o
daisy
o
o
roach
o
o
Tulip
o
you will now complete the two test trials; you will need a stopwatch for this
portion of the test. For these test trials, the options are Male or Female and
Leader or Supporter, and the categories will be combined. if the word you read
belongs to the Male or Leader category, put a check in the left column; if it
belongs to the Female or Supporter category, put a check in the right column.
you will record how long it takes you to complete this task by starting your
stopwatch when you begin and stopping it after you make your final classification. remember to work as quickly as possible, without skipping any words.
Test Trial A
Male or Leader
Female or Supporter
o
emily
o
o
Josh
o
o
supporter
o
o
o
Leader
o
Brandon
o
o
ambitious
o
o
o
peter
o
determined
o
o
donna
o
(Continued)
422 Leadership Theory and pracTice
(continued)
Male or Leader
Female or Supporter
o
debbie
o
helpful
o
o
o
o
dynamic
o
Understanding
o
o
Katherine
o
o
ian
o
o
sympathetic
o
o
compassionate
o
o
Jane
o
o
andrew
o
o
assertive
o
Time to complete Test Trial a:
35 sec
you will do this same task a second time, but this time the combination of
categories has been switched. if the word you read belongs to the Male or
Supporter category, put a check in the left column; if it belongs to the Female
or Leader category, put a check in the right column. again, use your stopwatch
to time how long it takes you to complete the task.
Test Trial B
Male or Supporter
Female or Leader
o
supporter
o
o
emily
o
o
Josh
o
o
Leader
o
o
o
o
ambitious
o
Brandon
o
peter
o
o
donna
o
o
helpful
o
o
determined
o
dynamic
o
o
o
assertive
o
o
debbie
o
chapter 15 Gender and Leadership 423
Male or Supporter
Female or Leader
o
Katherine
o
Understanding
o
o
o
o
o
ian
o
sympathetic
o
andrew
o
o
compassionate
o
Jane
o
o
Time to complete Test Trial B:
37 sec
Scoring
The logic behind the iaT is that the longer it takes to categorize the words
when the categories have counterstereotypical pairings (i.e., Female and
Leader, Male and Supporter) compared with stereotypical pairings, the more
one automatically associates women with supportive qualities as opposed to
leadership qualities.
The gender bias effect is computed by subtracting the time it took to complete
Trial a (the stereotype-congruent task) from the time to complete Trial B (the
stereotype-incongruent task). positive scores reflect automatic associations
between Female and Supporter and between Male and Leader. Many people
are surprised to find out that they have a biased association favoring males
and leadership, especially when it is incompatible with their stated egalitarian
values. This test is designed to show people that they might hold associations
that they are unaware of and to make people aware of the broad reach of
these stereotypes. please see the iaT website at harvard University (https://
implicit.harvard.edu) for more information on the iaT and a more detailed
understanding of the results.
464 Leadership Theory and pracTice
Dimensions of Culture Questionnaire
Instructions: Using the following scales, circle the number that most
accurately reflects your response to each of the 18 statements. There
are no right or wrong answers, so provide your immediate impressions.
(The items on this questionnaire are adapted from the items used in the
GLoBe studies to assess the dimensions of culture, but the GLoBe
studies used five items to analyze each of the cultural dimensions.)
Uncertainty Avoidance
1. in this society, orderliness and consistency are stressed, even at
the expense of experimentation and innovation.
strongly disagree
1
2
strongly agree
3
4
5
6
7
2. in this society, societal requirements and instructions are spelled
out in detail so citizens know what they are expected to do.
strongly disagree
1
2
strongly agree
3
4
5
6
7
Power Distance
1. in this society, followers are expected to:
Question their leaders
when in disagreement
1
2
obey their leaders
without question
3
4
6
5
7
2. in this society, power is:
shared throughout
the society
1
2
concentrate d at
the top
3
4
6
5
7
Institutional Collectivism
1. in this society, leaders encourage group loyalty even if individual
goals suffer.
strongly disagree
1
2
strongly agree
3
4
5
6
7
2. The economic system in this society is designed to maximize:
individual
1
interests
2
collective interests
3
4
5
6
7
chapter 16 culture and Leadership 465
In-Group Collectivism
1. in this society, children take pride in the individual
accomplishments of their parents.
strongly disagree
1
strongly agree
2
3
4
5
6
7
2. in this society, parents take pride in the individual
accomplishments of their children.
strongly disagree
1
strongly agree
2
3
4
6
5
7
Gender Egalitarianism
1. in this society, girls are encouraged more than boys to attain a
higher education.
strongly disagree
1
strongly agree
2
4
3
5
6
7
2. in this society, who is more likely to serve in a position
of high office?
Men
Women
1
2
3
4
5
6
7
Assertiveness
1. in this society, people are generally:
nonassertive
1
assertive
2
4
3
5
6
7
2. in this society, people are generally:
Tender
Tough
1
2
4
3
5
6
7
Future Orientation
1. in this society, the accepted norm is to:
accept the status quo
1
2
plan for the future
3
4
5
6
7
466 Leadership Theory and pracTice
2. in this society, people place more emphasis on:
solving current problems
1
2
planning for the future
3
4
6
5
7
Performance Orientation
1. in this society, students are encouraged to strive for continuously
improved performance.
strongly disagree
1
2
strongly agree
3
4
5
6
7
2. in this society, people are rewarded for excellent performance.
1
2
3
4
5
6
7
Humane Orientation
1. in this society, people are generally:
not at all concerned
about others
1
2
Very concerned
about others
3
4
5
6
7
2. in this society, people are generally:
not at all sensitive
to others
1
2
Very sensitive
toward others
3
4
5
6
7
soUrce: adapted from house, r. J., hanges, p. J., Javidan, M., dorfman, p. W., & Gupta, V. (eds.),
Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies, © 2004, saGe
publications
chapter 16 culture and Leadership 467
Scoring
The dimensions of culture questionnaire is designed to measure your
percep- tions of the different dimensions of your culture. score the
questionnaire by doing the following. First, sum the two responses
you gave for each of the items on each of the dimensions. second,
divide the sum of the responses by two. The result is your mean
score for the dimension.
Example. if for power distance you circled 3 in response to Question
1 and 4 in response to Question 2, you would score the dimension as
follows:
3+4=7
7 ÷ 2 = 3.5
power distance mean score = 3.5
When you are finished scoring, you should have nine mean scores.
after you have scored the questionnaire, place your mean scores for
each of the dimen- sions in Table 16.4.
Table 16.4 cultural dimensions and Mean scores for selected cultural clusters
Mean Scores* of Selected Cultural Clusters
GLOBE Cultural
Dimensions
Anglo
Uncertainty avoidance
4.42
3.62
3.91
4.10
4.18
4.16
4.50
Power distance
na
na
na
na
na
5.17
6.00
Institutional collectivism
4.46
3.86
4.28
4.35
4.01
4.25
5.50
In-group collectivism
4.30
5.52
5.58
5.87
4.80
5.13
5.50
Gender egalitarianism
3.40
3.41
2.95
3.28
3.36
3.37
2.50
Assertiveness
4.14
4.15
4.14
3.86
3.99
4.14
4.00
Future orientation
4.08
3.54
3.58
3.98
3.68
3.85
5.50
Performance orientation
4.37
3.85
3.90
4.33
3.94
4.10
6.00
Humane orientation
4.20
4.03
4.36
4.71
3.71
4.09
5.50
Latin Middle Southern Latin
America
East
Asia Europe
GLOBE Your
Overall Score
soUrce: adapted from Culture, Leadership, and Organizations: The GLOBE Study of 62
Societies, by r. J. house, p. J. hanges, M. Javidan, p. W. dorfman, and V. Gupta (eds.). copyright 2004
by saGe publications, inc. reprinted with permission.
*The mean scores in this table represent societal practice scores for selected cultures on each of the
nine cultural dimensions. in the GLoBe studies, mean scores were derived from subjects’ responses to
five questions for each of the dimensions.
na = not available
468 Leadership Theory and pracTice
Scoring Interpretation
your scores on the dimensions of culture questionnaire provide
data on how you see the culture in which you live and work. Table
16.4 provides information from the GLoBe project about how
subjects from different cultures describe the dimensions of those
cultures. The table also provides an overall mean for how these
dimensions were viewed by people from all of the cultures.
By entering your scores in the last column in Table 16.4, you can get a
better understanding of how your perception of your own culture
compares to that of others. you can also compare your scores to
other specific cultures (e.g., Middle east or Latin america). do you
see your culture as more or less egali- tarian than others? do you
think your culture emphasizes the future more than others? do
people from other cultures stress performance less or more than
your own culture? Like these questions, the table and your scores
can be used to bring to the surface the ways in which your culture
and the cultures of others are compatible or incompatible with
each other. Understanding how your culture relates to other
cultures is the first step to improved understanding between you
and people from other cultures.
Running head: PERSONAL PORTFOLIO AND LEADERSHIP PLAN
CNHP 8010
Personal Portfolio and Leadership Plan
Saleh Aldaghrir
Georgia State University
1
PERSONAL PORTFOLIO AND LEADERSHIP PLAN
2
Introduction
My name is Saleh Aldaghrir, a healthcare professional currently pursuing a master’s degree
in Respiratory Therapy. I am from Saudi Arabia, and the third born in a family of eight. I currently
work in King Khalid Hospital as a Respiratory Therapy Supervisor. The subject of leadership calls
close due to the fact that I am in the family and thus the other siblings look up to me for guidance
and support in their endeavors. The need to provide effective leadership in crucial matters among
my peers and even family due to the overarching need for positive role models both at home and
in the workplace. As a healthcare professional tasked with the sacred duty of saving and improving
the quality of lives of scores of people, I treat leadership as a key component in the provision of
competent and quality care services.
Personal Assessment and Results
My first assessment tool was the Leadership Trait Questionnaire (LTQ) with 14 traits
which are designed to help one identify the characteristics that they possess that are associated
with and that are relevant to situations in which leadership is functioning (Northouse, 2018). After
filling this questionnaire, I gave my brother, two colleagues, my wife, and my best friend to also
fill. My personal score was 56 out of the 70 maximum points. The participants rate me at 49, 52,
58, 59, and 62. The common traits that emerged include determination, persistence,
trustworthiness, dependability, and empathy.
Another component of leadership is the possession of the basic personal skills namely
technical, human, and conceptual ones which allow one to use the same in order to accomplish the
organizational goals (Northouse, 2018). The chosen assessment tool in this section was the skill
PERSONAL PORTFOLIO AND LEADERSHIP PLAN
3
inventory which has a total of 18 questions and a maximum of 30 for each set of skills. The score
results were as follows; technical skills-24, human skills-21 score, and the conceptual skills-19.
These results indicate that my strength lies in the technical skills while human and conceptual ones
were moderate and low respectively. The technical skills that earned my high rating included the
fact that I seek for details which consequently leads to seeking how to making things work and
completing the task. The humanity in me was strengthened by my tendency to seek for effective
communication, understanding and respecting the social fabric of the society, and a deep concern
of how my decisions will impact on others. My weakest skills were the conceptual ones with the
only strong point being the observation of the organizational philosophy and values.
My next self-assessment tool was the path-goal leadership questionnaire with 20 questions
which helped me understand my interactions with others/followers. This tool dissects the
leadership styles into supportive, directive, participative, or achievement oriented. Score 19 on the
directive, 30 on supportive, 22 on participative, and 16 on achievement-oriented styles of
leadership. The reasons why I scored moderately on the directive style was that in the most
important responses such as informing the followers on what needs to done, what is expected from
them, and asking them if they follow standard rules and regulations, my responses fell between
usually and often. The high score in the supportive style was due to the fact that I avoid hurting
people’s personal feelings. I also help the followers overcome barriers to task comprehension and
am usually thoughtful of their needs. I also scored relatively high in the participative style owing
to the fact that I ask followers for suggestions, consulting with them when facing a problem, and
listen receptively to their ideas and suggestions. The achievement-oriented score was moderate
due to low performance (occasional) on setting goals for the follower’s performance and
encouraging continual improvement in the performance of the followers.
PERSONAL PORTFOLIO AND LEADERSHIP PLAN
4
The last assessment tool that I adopted was the LMX7 questionnaire which reflects the
leader-member exchange theory filling both as the leader and as the follower. This tool is critical
in enabling me to understand the extent of communication, equity, and fairness in my approach to
others deemed as followers. As a leader, my score was 26 which is moderate as which were while
as the follower score was 19 which was low. As a leader, I scored high in recognizing the
follower’s potential, bailing a friend at my own expenses and the tendency to use my power to
help the follower solve work-related problems.
Data Analysis and Evaluation
The above data and self-assessment tools demonstrate that I have significant number of
traits that are associated with leadership and critical in effective performance in my career. This is
rightly so as evidenced by my pursuit of further education which requires a determined and a
persistent spirit longing in pursuit of the best outcomes in life. I have acquired empathy in the
course of my career in healthcare due to the constant interactions with patients and marginalized
populations whom sometimes I want but is not fully able to help due to unavoidable circumstances.
The other traits such as trustworthiness, dependability has been built from being both a mentor and
a mentee which affords me the opportunity to be a person’s whose words can be relied upon and
taken as truthful.
The self-assessment also indicated that technical skills are my strongest assets in the
personal skill leadership components. I would attribute this aspect to both formal and informal
education garnered on different platforms that has enhanced my capacity for making things work
and completing the given task. Also, as a child, my parents instilled in me the discipline of task
completion by delegating small duties to me and later demanding for accountability of all I had
PERSONAL PORTFOLIO AND LEADERSHIP PLAN
5
done. All these factors have enabled me to develop military discipline in given tasks which
essentially serve to my advantage in the ever busy healthcare environment.
The self- assessment of path-goal questionnaire indicated that my strongest styles are
supportive and participative. I would attribute outcomes to my profession as a healthcare
professional which often calls for interprofessional collaboration and consultations among
interdisciplinary teams. These aspects of healthcare occupation call for proper coordination with
each other in order to ensure improved patient outcomes. After this assessment and introspective
search, I sat down with some two colleagues in order to ascertain my level of support and
participation in work-related matters. Their affirmation was implicated in words such as a team
player satisfied my curiosity about the outcomes.
My assessment of my relationship with leaders and followers suffered moderate and low
score respectively. This indeed became an area of concern for me and I wanted to establish why
there was a disparity in my score as a leader and a follower. After a self-introspection, I discovered
that I may harbor personal biases which may elevate my performance as a leader but minimize
another person’s performance when I am the follower. This area seems to be the leadership
component that needs deliberate and rigorous improvement.
Leadership Development Plan
My aspirations in leadership are guided transformers who are not necessarily the known
heroes of our time but rather the invisible pillars whose contribution to healthcare and wellbeing
of patients are unmatched. As Jim Rohn would put it, the test of leadership is the ability to be
strong, bold, thoughtful, proud, and humorous without being rude, a bully, lazy, timid, arrogance,
PERSONAL PORTFOLIO AND LEADERSHIP PLAN
6
and folly respectively. My leadership development plan is thus aimed at enabling me to become a
down to earth but an effective transformational leader.
My first set of action would be to work on my areas of weaknesses unearthed by the selfassessment tools. In the trait leadership assessment, my areas of weaknesses include articulate,
self-confidence, and outgoing. Recognizing that the latest behavioral theories state that character
is a product of perception, cognition, and learning from the environment, I will strive to acquire
these traits by developing my speaking skills, improving presence, and social interactions.
Presently, I would take advantage of the online resources that provide educational tools that would
transform me into a person capable of interacting with people of diverse socio-economic and
cultural roots. In this manner, I would be able to provide culturally competent care and contribute
to the improvement of the healthcare industry.
In my skill inventory, I recognize that I need to work on my conceptual ones which are key
to working and planning in an organization. Being in healthcare, I understand that the guidelines,
principles, and standards of practice are set at a high bar. This aspect coupled with the frequent
encounter with the occupational moral, ethical, and legal dilemma, I must increase my ability to
work with external ideas and perceive the big picture. In this manner, I plan on developing
problem-solving skills, social judgment skills, and increased knowledge through continuing
education. I feel that by enrolling in various community activities aimed at improving health, I
would challenge myself to become a problem solver with a subconscious sense of mutual rewards
and benefits.
In the next development plan, I will strive to improve my directive and achievementoriented styles of leadership. In developing the directive style, my goal would be to use
authoritarianism positively in order to get the set goals and objectives accomplished. My
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development plan includes improving the art of task delegation and follows up in order to ensure
that the organizational goals are fulfilled. It is also important for me to establish a high level of
performance which is consistent and parallel with professional ethical codes, principles of
medicine, and evidence-based practice.
In the last development plan, my areas of focus will be the leader-follower exchange. I
recognize that at any given point, I will either be a leader or a follower hence developing a sober
approach in both instances is critical in effective performance in healthcare. My action plan would
involve documenting and getting rid of personal biases and social stereotypes before initiating
active engagement with both my seniors and juniors at work. In essence, I believe that this
development plan would steer me towards transformational leadership in healthcare.
PERSONAL PORTFOLIO AND LEADERSHIP PLAN
References
Northouse, P. G. (2018). Leadership: Theory and practice. Sage publications.
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Running head: SELF LEADERSHIP PROFILE PROJECT
Leadership Profile and Development Plan for Robert B. Murray
Robert Brent Murray, MS, RRT
University of Georgia
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Introduction
The initial leadership challenge that I faced was finding a crew to help harvest
watermelons for my grandfather. I was charged with finding 7-10 other teenagers and
convincing them to spend 10-12 hours in a 90 plus degree field in the glaring sun was a great
idea. It was very difficult to say the least. This event occurred in the late 80’s or early 90’s. But
leadership opportunities have been continually present since that initial challenge. Club and
class officers, civic opportunities, church, and professional opportunities have been a part of my
life and career.
There were many leadership obstacles in my life. I spent the first 3 years of school
attending speech therapy. My impediment was an overactive brain and a mouth that attempted to
keep up. The result was garbled speech that was incomprehensible. For many years my fear of
public speaking held me back. However, that began to change as I enrolled in debate and other
competitions that forced me to conquer my fears. Another obstacle that I had to overcome was
distance. Growing up in rural Georgia, I had very little opportunity to participate in
extracurricular activities. It was not till my senior year in high school that I fully engaged in
many of these activities. But the biggest hurdle was self-confidence. I was tall and strong, but
overweight and socially awkward. I shied away from the crowds and worked on technical skills
during downtime during school. Overall, it was always up to me to develop the skills needed to
be a leader.
My personal view of leadership is the product of my upbringing. My personal goal of
any job is to ascend to leadership. That was a fundamental teaching in my life. My dad referred
to it as moving forward not backwards. This requires skills. To this day I believe skills are
important to competent leadership. As I matured and developed skills, I was able to ascend to
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better jobs on our farm. This is a fundamental aspect of my professional view today. By
augmenting my skill sets, I prepare for leadership. Leadership is a continual process and is
always evolving. A leader must look to the future to determine the skills that are needed to
remain competent. This can be performed through a variety of testing as well as a good
development plan. Let’s examine my leadership through a variety of assessments provided by
the Northouse texts.
Assessment Questionnaires
The Conceptualizing Leadership Questionnaire is a very useful questionnaire that allows
a person to self-rate and define the leadership emphasis that one is strong in and weak in. The
questionnaire identifies 6 core areas: trait, ability, skill, behavior, relationship, and process
emphasis (Northouse, 2012). Completing this questionnaire revealed a high score in ability
emphasis. This means that a person, who is answering truthfully, is able to lead. Northouse does
not interpret this solely as natural ability, but as natural and acquired abilities (Northouse, 2012).
I believe I am a capable leader. If I believe I am capable of being a leader, I am more willing to
step up and lead. This is very important. I also believe that many of my leadership skills were
acquired rather than naturally gifted. This explains my low score which is trait emphasis. I do
not believe that a leader is simply born with all of the components needed to be a successful
leader.
While traits are not a guarantee for successful leadership, the do have an impact on the
person in a leadership role. I asked friends, families, and colleagues to complete the Leadership
Traits Questionnaire to help identify my individual traits. Using this tool I can compare their
averaged rating to my self-rating. I scored myself highest for the following traits: determined,
dependable, outgoing, and diligent. The individuals whom answered the questionnaire were
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averaged and scored me the highest in the following; determined, friendly, and outgoing.
Northouse says that determination is an important trait because determined leaders are task
oriented and very focused (Northouse, 2012). I completely agree with his synopsis. I describe
myself as task oriented in many ways. I believe determination is often a conscious decision and
will push a leader well beyond a quitting point. Determination is often the force that pushes
initiatives beyond the finish line and ensures a quality product. I also believe that followers see
people who are determined and will buy into their determination. I scored very low in
perception and empathy. I question the empathy selection but will also admit to placing the need
of the job over personal needs. With an extensive history in the healthcare world, I practiced
empathy regularly. However, examining it retrospectively, I may not have been as empathetic
with my subordinates as I was with patients. It is reasonable to consider that I do that for
individuals who answered the questionnaire.
The task and relationship questionnaire further confirmed this. I believe a good leader
has balance and must be able to focus on task and relationships simultaneously. Completing tis
questionnaire reaffirmed that my strength is task related. However, I also scored in the high
range for relationships. Overall I was fairly balanced between the two options. This was
somewhat surprising as I considered myself much more task oriented versus relational.
However, I do see myself as a competent leader who has reasonable relational skills.
Subordinates often view the relational component as the most important (Northouse, Introduction
to Leadership: Theory and Practice, 2012). I do feel there is room to improve in the relationship
field.
The style of leadership can be very important to those around you. The Leadership Styles
Questionnaire helps determine your style of leadership. Based off my self-reported answers, I
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scored 23 points (high range) for democratic leadership style. I scored in the low range for both
authoritarian and laissez-faire styles. I agree with this assessment and believe this style best
describes me. I do not like to think that I have power over others. I desire input from
subordinates and wish for them to help provide the direction of the project or activity. My wife
and coworkers would both agree with this. Criticism that I have received from a committee cochair was that I focus on committee vision more than my vision. Despite that criticism, I still
believe the group vision is more important than my vision. This supports Northouse assessment
that leaders who practice the democratic styles practice more as guides to those they are leading
(Northouse, 2012). I believe the downside to my assessment is the fact that I appear very one
sided. If the democratic style was not to work, I do not have a strong second choice style. Both
of the other styles were very close in score (13 and 14 respectively). Another troubling fact is I
scored higher in lassiez-faire style over authoritarian. I am a firm believer that lassiez-faire is
not a suitable leadership style and provides very little direction to those who are following you.
Efficiency may not be as great, but group buy-in and cooperation is well worth the sacrifice
(Northouse, Introduction to Leadership: Theory and Practice, 2012).
The LMX 7 questionnaire analyzes the leader’s style of leadership. The Leader-Member
exchange theory focuses on information exchange between the two parties. Communication is
essential to any working relationship (Northouse, Leadership: Theory and Practice, 2013). Using
this questionnaire, I self-assessed and asked colleagues to assess me also. The average score for
the 5 assessments was 25 which fall in the high range. This suggests higher-quality exchanges
occur and have a strong impact on productivity (Northouse, Leadership: Theory and Practice,
2013). I value communication and believe the best results come from collaboration.
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The Servant Leadership Questionnaire is another tool that is useful to evaluate
leadership capabilities. This leadership is focused one subordinate development. It is broken
down over 7 items. Any score over 23 is considered high range. I scored high in ethical
behavior (27) and helping subordinates grow and succeed (25). I believe both of these items
accurately detail by position. A firm belief that I incorporate is a leader should always prepare
their successor. This prepares the organization for change and does not create a void upon exit.
But servant leadership goes beyond and focuses on all members that are being led. Ethics is also
a big part of this theory (Prosser, 2010). As a healthcare leader and educator, ethics plays a large
role in my leadership. Consequently, I scored lowest in creating value for the community. A
moderate range of 16 was recorded for this subtopic. I believe this is a very important theory
though little research has occurred and is relatively new originating in the 70’s (Northouse,
Leadership: Theory and Practice, 2013). However, focusing on subordinates permits a strong
relational and personal bond with those I am leading and provides an avenue for leadership.
Using these tools, I have discovered or confirmed many things about myself. I am a task
oriented leaders who believes in skill development. Traits that I incorporate are determination
and diligence. I incorporate a strong democratic style from within the trenches. And above all
else, ethics is one of the most important aspects of my leadership style.
Leadership Development
Despite many strong aspects of leadership, it is in a constant state of evolution. Based on
the leadership evaluation tools, aspects of leadership can be identified in which further
development needs to occur. Using the previously identified tools, we will focus on several of
these aspects.
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Perception is a trait that I scored low on the traits questionnaire. The traits theory states
that traits are inherited, they are present from birth. If so, then logic states this trait cannot be
created since it is a biological trait. However, I also believe perception is a skill and therefore
can be enhanced. A leader can increase involvement, hold more meetings with staff, and get in
touch with under workings of their environment. By doing this, it gives new visions of the
environment and help with perception. Perception is heavily influenced by knowledge. Any
activity that increases knowledge may help develop perception. Perception is also desired and if
the leader wants to be more perceptive, then they will. Working on my perception with students
will require me to have greater communication with them. This will aid me in understanding
their frustrations and help me be a more effective leader. Therefore, future leadership positions
should require a greater knowledge of the people I am working with, the process, and the subject
matter.
Another item that I would like to work on is authoritarian style. The styles questionnaire
showed that after democratic I fell to lassiez-faire next. This bothers me as I do not agree that
lassiz-faire is an effective style. Authoritarian leaders are often viewed as dictators and can find
a lack of favor among subordinates. However, certain members of the population only want
direction and do not want to provide input into the system. Therefore, I as the leader should
recognize and provide direction instead of attempting constant buy-in. While this may make me
uncomfortable, I believe that through perception, communication, and knowledge of my
subordinates, these individuals should be easily identified and appropriate planning for them
should occur. Currently, I focus on engaging them at all costs while there is no attempt to
engage. However, this requires a strong knowledge of your subordinates. With regards to the
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teacher-student relationship, natural authority exists and is used. I do not believe I need to
address this with regards to students.
Lastly, I would like to focus on a couple items that were identified using the servant
leader questionnaire. Two items that scored very low was putting subordinates first and value
for community. Reflecting on my past, I do not believe I place these items low on the priority
list. However, I do believe I view the relationship as a singular business sense and place
personal growth second. Based on this logic, I do believe the ordering of the servant leadership
questionnaire. Focusing on subordinates in both professional and personal development would
be a new goal. While professional relationship and growth would still have to be primary, it is
important to understand that personal growth is linked to professional growth and the two c…