Leadership Styles Questionnaire

Similar documents
How we look into complaints What happens when we investigate

MANA 7A97 - STRESS AND WORK. Fall 2016: 6:00-9:00pm Th. 113 Melcher Hall

Writing the Personal Statement

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

Introduction to the Common European Framework (CEF)

PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school

Uncertainty concepts, types, sources

Using Group Support Systems (FacilitatePro) in a learningcentered negotiation case exercise

Carolina Course Evaluation Item Bank Last Revised Fall 2009

Outline for Session III

Critical Thinking in Everyday Life: 9 Strategies

Houghton Mifflin Online Assessment System Walkthrough Guide

CUSTOMER EXPERIENCE ASSESSMENT SALES (CEA-S) TEST GUIDE

WORK OF LEADERS GROUP REPORT

MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM

Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen

No Parent Left Behind

Life and career planning

A non-profit educational institution dedicated to making the world a better place to live

Behaviors: team learns more about its assigned task and each other; individual roles are not known; guidelines and ground rules are established

UDL AND LANGUAGE ARTS LESSON OVERVIEW

ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11: OLSC

Colorado

Myers-Briggs Type Indicator Team Report

Similar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper

Mission Statement Workshop 2010

Special Educational Needs & Disabilities (SEND) Policy

Tutoring First-Year Writing Students at UNM

END TIMES Series Overview for Leaders

teacher, paragraph writings teacher about paragraph about about. about teacher teachers, paragraph about paragraph paragraph paragraph

PREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4

Alabama

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers

Classify: by elimination Road signs

Job Hunting Skills: Interview Process

Classroom Assessment Techniques (CATs; Angelo & Cross, 1993)

Changing User Attitudes to Reduce Spreadsheet Risk

The Stress Pages contain written summaries of areas of stress and appropriate actions to prevent stress.

Position Statements. Index of Association Position Statements

Client Psychology and Motivation for Personal Trainers

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015

Hentai High School A Game Guide

Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series

Professors will not accept Extra Credit work nor should students ask a professor to make Extra Credit assignments.

Oasis Academy Coulsdon

Chapter 9: Conducting Interviews

Politics and Society Curriculum Specification

TAI TEAM ASSESSMENT INVENTORY

MATH Study Skills Workshop

Handout 2.10a: 24 Operating Principles and the Verbal Behaviors That Go with Them Cultivating Classroom Discourse to Make Student Thinking Visible

Course Content Concepts

Honors Mathematics. Introduction and Definition of Honors Mathematics

Information for Candidates

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.

Introduction to Questionnaire Design

Professional Experience - Mentor Information

I N T E R P R E T H O G A N D E V E L O P HOGAN BUSINESS REASONING INVENTORY. Report for: Martina Mustermann ID: HC Date: May 02, 2017

Personal Tutoring at Staffordshire University

172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8.

Woodlands Primary School. Policy for the Education of Children in Care

Meek School of Journalism and New Media Will Norton, Jr., Professor and Dean Mission. Core Values

BSBCMM401A Make a presentation

How to Judge the Quality of an Objective Classroom Test

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING

Western University , Ext DANCE IMPROVISATION Dance 2270A

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Study Guide for Right of Way Equipment Operator 1

Renaissance Learning 32 Harbour Exchange Square London, E14 9GE +44 (0)

Pitching Accounts & Advertising Sales ADV /PR

Quality in University Lifelong Learning (ULLL) and the Bologna process

Economics 201 Principles of Microeconomics Fall 2010 MWF 10:00 10:50am 160 Bryan Building

Anticipation Guide William Faulkner s As I Lay Dying 2000 Modern Library Edition

Graduate Program in Education

Consent for Further Education Colleges to Invest in Companies September 2011

White Paper. The Art of Learning

Cognitive Thinking Style Sample Report

Manage projects successfully

CLASSROOM PROCEDURES FOR MRS.

Selling To Different Styles

IN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.

Syllabus: INF382D Introduction to Information Resources & Services Spring 2013

KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax:

Bachelor of Arts. Intercultural German Studies. Language in intercultural contexts

Major Milestones, Team Activities, and Individual Deliverables

Evaluating Statements About Probability

The Foundations of Interpersonal Communication

Eastbury Primary School

Community Power Simulation

Star Math Pretest Instructions

The Master Question-Asker

How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments

HIGH SCHOOL SPECIAL NEEDS STUDENTS ATTITUDES ABOUT INCLUSION. By LaRue A. Pierce. A Research Paper

How to Survive Graduate School

Seasonal Goal Setting Packet

Following the Freshman Year

STUDYING RULES For the first study cycle at International Burch University

Office Hours: Mon & Fri 10:00-12:00. Course Description

HIDDEN RULES FOR OFFICE HOURS W I L L I A M & M A R Y N E U R O D I V E R S I T Y I N I T I A T I V E

Transcription:

Introduction This self-assessment exercise will help you to identify your preferred style(s) of leadership. There are no right or wrong answers to the questions in the questionnaire, which will take you around 20 minutes to complete. Most people can and should use a range of styles. Look to see which style you tend to prefer and draw on most often. Then consider if you are using a wide enough range of styles to suit the different people and situations you will face at work. As well as completing it yourself, you might like to ask people who know you well to give you feedback; for instance, your manager, former manager, peers or other team members. Scoring Criteria In each of the 12 sections of the questionnaire, rate all the statements and score each statement based on the following criteria: Scoring Criteria Rating This statement is least like me 1 This statement is next least like me 2 This statement is next most like me 3 This statement is most like me 4 Questionnaire Statements Statement Score 1. Decision-Making I like to make decisions and keep others well informed about them. I make the decisions and announce how and why I made them. I ask my team for their comments before making decisions. I set clear parameters within which my people are allowed to make their own decisions. 1

Statement Score 2. Sharing Information I tell people what I think they need to know, on a regular basis. I keep people informed and take time to explain background and context. I leave room to answer team members questions openly and honestly. I make available all information, apart from that which is personally or commercially sensitive. 3. Delegation As a general rule, I do not delegate. I delegate occasionally, but when I do I follow up carefully. I delegate regularly, to individuals who have demonstrated that they can handle it. I use delegation as a means of developing new skills in my people. 4. Degree of Autonomy I am closely in control of how people in my team go about their work. I suggest how people should go about their work and explain the thinking behind my suggestions. I encourage people to think about how to go about their work and agree it with me. I set objectives, but let people decide themselves how they will achieve them. 5. Standards of Work I lay down the standards I expect to be achieved. I explain why standards have been set as they are. I communicate standards, but allow individuals to have their say. 2

Statement Score I help my team to identify appropriate standards for their jobs. 6. Management of Change When change is forced on me, I tell people exactly how we are going to respond to it. I take the initiative in response to change and try to explain the reasons for change. In responding to change, I ask team members for their ideas. I expect my people to come up with suggestions for handling change situations. 7. Response to Mistakes and Errors When mistakes occur, I find out who is responsible and provide them with advice on how to avoid in the future. My main concern when mistakes occur is that people understand why and how they came about. When mistakes occur, I ask people how they would do things differently if the same situation happened again. I do not mind some mistakes, so long as people use them as genuine learning opportunities. 8. Attitude to Risk-Taking I try to operate in a way which removes all possible risk. I only take carefully calculated risks. I am prepared to take reasonable risks, provided I am sure that the team has agreed a contingency plan. I am happy to let the team decide on an aceptable level of risk in any project so long as they commit to realising potential benefits. 3

9. Approach to Conflict I try to prevent conflict in any of my dealings. Where conflict occurs, I try to sort it out quickly. I feel reasonably relaxed about conflict, provided I have the situation under control. I comfortable with and even encourage, constructive tension, provided it leads to new ideas. 10. Developing People I identify development opportunities for individuals in my team and share these with them. I identify development opportunities for individuals in my team, highlighting the benefits for them and the team. I suggest development opportunities but invite feedback before we reach a joint decision. It is the responsibility of individual team members to identify development opportunities and put the necessary arrangements in place, with my support. 11. Communication I tell my team what they need to know, either verbally or through written communications. When communicating, I am most concerned about passing on information, and explaining what I think it means for us. Communication is about getting information across accurately, but I also make a point of building in feedback from receivers. I believe in genuine, two-way communication and I actively encourage my team to inform me, question uncertainities and challenge my opinions. 4

12. Availability I prefer issues to be raised with me in writing or at formal meetings. My people can arrange to raise anything with me, and I ll explain where I am coming from on that issue. My people know I will make time for them, if their issue is important or urgent. I try to operate an open door policy at all times. Summary Sheet Copy over the scores you have allocated for the 28 statements onto the the grid below and then total each column. Q. 1 2 3 4 5 6 7 8 9 10 11 12 Total Tell Sell Consult Empower The column with highest total score will be your preferred leadership style. A description of each of the four leadership styles is given overleaf. 5

Interpretation The four styles assessed by the questionnaire are based broadly on the seminal Tannenbaum and Schmidt Leadership Continuum 1 and are described below: a) Tell Your approach to leadership tends to be autocratic. You like to be in control and you issue instructions and directives. Generally, you are less interested in other people s ideas because you believe that, with your experience, you know best. You dislike change, risks or anything which might interfere with the harmonious running of your patch. b) Sell You generally like to be in control of your team and direct the way they go about things. However, you like to explain the reasons why you do things and would prefer the agreement of your team. You are quite risk averse, careful about to whom you communicate and delegate, but will answer reasonable questions. c) Consult Your leadership style is based on asking people s opinions. You are genuinely interested in what they have to say and you use good ideas, but you believe that, ultimately, it is your responsibility to decide what is going to happen. You like to let your team know that they have a degree of autonomy and at the same time, you want to support them with opportunities to contribute and develop. d) Empower You lead by allowing your people as much freedom as they can handle. You lay down clear parameters but expect them to reorganise themselves and operate without referring everything to you. You are happy to debate most things openly and to tolerate dissent. You delegate decision-making as a matter of course and look for opportunities for their long-term progression. 1 R Tannenbaum and W H Schmidt, How to Choose a Leadership Pattern, Harvard Business Review (March April 1958). 6