Leadership Self-Assessment Quizzes

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Leadership Self-Assessment Quizzes

The Leadership Self-Assessment Quizzes are an important component of the Written Exercise for this module. The quizzes are intended to reveal certain personality traits and leadership behaviors that you may not be fully aware of. By no means are these quizzes regarded as “all knowing” of your leadership skills, and thus the results should not be taken as the end, but rather as the beginning, of the self-assessment process. You are expected to critically analyze the results and not just accept them at face value.

Take the following Leadership Self-Assessment Quizzes in the text:

• Leadership Self-Assessment Quiz 7-1: Empowering Attitudes and Beliefs

• Leadership Self-Assessment Quiz 7-2: The Positive Organizational Politics Questionnaire

• Leadership Self-Assessment Quiz 8-1: Survey of Influence Tactics

• Leadership Self-Assessment Quiz 8-2: Measure of Ingratiating Behavior in Organizational Settings (MIBOS)

Written Exercise 4

Self-Assessment Report /Leadership Skill-Building Exercises

(Part 4 of Leadership Portfolio Project)

Continue organizing your Course Project (Leadership Self-Reflection Portfolio) by completing Leadership Skill-Building Exercises7-5and8-4.

Submit a written report (not to exceed 1,000 words) that covers both of the portfolio building leadership skill- building exercises. The report should also incorporate your findings and conclusions from the self- assessment quizzes in this module, and from personal reflection. You will use the "Leadership Portfolio Project Outline" in Doc Sharing to structure your final project paper.

You must submit this written assignment no later than Sunday 11:59 PM EST/EDT.

Running head: LEADERSHIP AND ETHICS Leadership and Ethics Saint Leo University Graduate Programs CRJ-565-MCOL2 Leadership Applications Dr. Robert Mathis 1 LEADERSHIP AND ETHICS 2 Abstract The purpose for this paper is to cause personal reflection by the author upon the characteristics associated with his personal leadership tendencies. The focus will be on the contingency, situational, and path goal theories of leadership. Additionally, we will also examine the tendencies associated with ethical leadership and social responsibility. The author will share results of self-reflection exercises which provide him with personal awareness. Keywords: contingency, ethical leadership, situational, path goal, social responsibility LEADERSHIP AND ETHICS 3 Approaches in Leadership Leadership is explained as influence over a group of followers. Leadership must be a characteristic which is fluid and responsive, for it is often swayed by a variety of factors including personal perspectives, group dynamics and / or the ebb and flow of a given situation. The characteristics of a situation frequently dictate the leadership approach required to produce the necessary result. Additionally, leaders must possess and model ethical qualities that will inspire a team to follow his lead or take direction. The responsibility of a leader in terms of developing and promoting a climate of ethical behaviors simply cannot be overstated. Leaders should promote and acknowledge ethical behavior within the ranks of his subordinates to ensure social responsibility on behalf the employees and the company. DuBrin (2013) points out “when corporate social responsibility generates a value for shareholders and stakeholders, it is regarded as good business” (p.184). Contingency Theory of Leadership The contingency theory leadership model was developed in the 1960s by Fred Fielder. In Fielder’s view there were three distinct variable which influenced the best leader for a given situation. Fielder’s premise was that the situation determined the style required for the leader to be successful. However, the variables described in Fielder’s theory was based upon the leadermember relations, task structures, and position of power. The presumption in this model of management is that the demands of a given situation suggest which leader characteristic is most LEADERSHIP AND ETHICS 4 likely to be successful in that situation. Although Fielder’s theory has been criticized for being inflexible, the model did show how to size up a situation to gain control (DuBrin, 2013). The Path-Goal Theory of Leadership Dr. Robert House developed an analysis focusing on the relationships of leaders, subordinates and the task. In the path-goal approach to leadership he emphasized that a leader “should choose among four leadership styles to achieve optimum results in a given situation” (DuBrin, 2013, p. 148). There are two distinguishing factors associated with determining the most effective leader in a given situation: first is the subordinates and secondly the task they must perform. The theory suggests once a leader analyzes the contingency factors associated with the group and task, then the leader can select the leadership style necessary to enhance subordinate’s motivation and performance (Gupta, 2009). In light of Dr. House’s notable contributions in examining leadership styles and subordinate behaviors there are inevitably noted strengths and weaknesses. The notable strengths associated with the path-goal theory can be described in House’s ability to first reflect on the factor of motivation and satisfaction from the subordinate’s perspective. Secondly, the theory was instrumental in providing a framework for combining factors associated with contingency, expectancy, and situational leadership theories. Lastly, it offered practical and clear roles for the leader in situations (Gupta, 2009). The weaknesses, associated with the pathgoal theory, are described by Gupta (2009) chiefly in the overall complexity of the model which relies on the accurate assessments of multiple factors. Lastly, it places all of the responsibility on the leader and none upon the subordinates which would ultimately limit their professional development. LEADERSHIP AND ETHICS 5 Situational Leadership We have already determined that leadership is influence. In that light we introduce situational leadership which focuses on the characteristics present within the group members’ dynamics rather than the tasks and authority in previously discussed models (DuBrin, 2013). In this leadership style, Dr. Blanchard places emphasis on analyzing the needs of the followers and then applying a leadership style which serves those needs directly. Followers are defined by Blanchard as those who follow the direction of the leaders. With an understanding of the task or goal and the member’s needs, Blanchard tells us that the selection of a proper leadership style will enhance morale, efficiency, and success. Blanchard developed a scale to measure or identify the leadership style to the situation. It is known as the Situational Leadership II (SLII). The group members within this model are identified by levels of development and competence and Blanchard also offered a corresponding scale to help enable leaders to apply the proper leadership traits. In presenting the parameters of situational leadership, Lynch (2015) describes the dynamics of the model: “the situational leader takes the follower through the developmental levels by diagnosing their performance, competence, and commitment, being flexible in leadership style and partnering the follower to improve their performance” (Lynch, 2015). DuBrin (2013) tells us that the SLII is “designed to increase the frequency and quality of conversations about performance and professional development between managers and group members so that competence is developed, commitment takes place, and turnover among talented workers is reduced.” LEADERSHIP AND ETHICS 6 Ethical Leadership It is the responsibility of every member of an organization to promote the best interests of the company and community they serve. Ethical behavior is the foundation of every group for all decisions and considerations. Ethics are necessary in representing or promoting the agency in the best light within their industry and community. DuBrin (2013) offered “Ethics is the study of moral obligations, or of separating right from wrong. Ethics can also be a plural noun meaning the accepted guidelines or behaviors for groups or institutions.” The climate of the organization is modeled from the top and represented as the only acceptable behavior for all of his followers. Once a community, regardless of its geographical positioning, recognizes an organization as ethical and socially responsible it will embrace not only the product(s) or service(s) it offers but also the company. “When corporate social responsibility generates value for the shareholders and stakeholders, it is regarded as good business strategy” (DuBrin, 2013). Leadership Skill Building Exercise 5.3 Visualize (2) different leadership scenarios that you witnessed directly. Think through how you would have used a different leadership approach for each one if you had been the leader. 1. In my first scenario, there was an instance wherein one of my patrol lieutenants had permitted a patrol deputy to under-perform for what I describe as an employee identified as a disillusioned learner (SLII-D2). The mishandled situation involved a DUI accident investigation by the subordinate. In that situation the deputy was permitted to arrest the offender for a lesser offense which was based on an alleged misunderstanding of the law. However, I believe the employee, although competent, had experienced some set-backs within the courts and had become disappointed in the system. LEADERSHIP AND ETHICS 7 a. In the scenario above, I would qualify this subordinate according to DuBrin (2013) as D2 disillusioned learner. i. The employee is competent, however he has experienced some set-backs within the courts. ii. Low commitment, (possible burnout) the employee has become disillusioned with the justice system and feels his efforts are in vain. iii. The employee is a member of advanced units and feels the investigation is not of significance, possibly. b. Suggested leadership approach for a D2-disillusoned learner, would suggest a more interactive approach between the supervisor and follower working closely with them in a coaching role. 2. I also recently witnessed the sergeant of the Criminal Investigations Division over managing her personnel during an investigation. There were certainly negative reactions displayed by the group of competent and enthusiastic criminal investigators. These followers would be classified as D4 personnel requiring little more than a pat on the back at the conclusion of the task. a. I conferred with her lieutenant (also enthusiastic / competent) and suggested less supervisory input when they are in familiar waters. . LEADERSHIP AND ETHICS 8 Leadership Skill Building Exercise 6.4 For this chapter reflect on any scenario you have encountered recently that would have given you the opportunity to practice ethical or socially responsible behavior. 1. Annually, I have an opportunity to serve our community in a philanthropic manner providing Christmas to needy children. DuBrin (2013) informs us “when corporate social responsibility generates a value for shareholders and stakeholders, it is regarded as good business” (p. 184). This past December my agency, as it does annually, provided a Christmas event for 160 of our county’s neediest children. Each year, I lead a committee of internal and external volunteer committee members in coordinating and organizing the necessary fundraising and logistics required to take kids Christmas shopping. With this initiative we not only serve our local children, we also strengthen the community. On the day of the event, each kid requires a shopping partner and as my agency only has a hundred sworn officers we have to recruit volunteers from the community. We bring in partners from peer agencies such as the state police, social services, school division (including both students and staff), and members from the business community. We often have well over 100 volunteers coming together from various paths within our community to make this day a reality for the children. The residual effects of such an event are tremendous. The community we work next to and serve each day of the year begin to see our profession in a much different light: we become providers, rather than takers. The bridges we build within the impoverished community, which is often over-served in a law enforcement capacity, for a variety of reasons, gets to see the humanitarian side of each cop and the LEADERSHIP AND ETHICS 9 community members which participate. It is a reminder for them, that there are indeed good people amongst them, who want nothing more than to help them. I have been told on several occasions (internally / externally) that this single event defines our organization as caring and committed to improving people’s lives and outlook. I define this as responsibility and leadership. Conclusion Teamwork and agreement within the ranks is an important aspect of leadership. Charismatic leaders are chiefly responsible for building and developing the team. If leadership is both transformational and transactional they are uniquely positioned to not only identify the future needs of the group but also who is best suited within the team to accomplish the tasks associated in achieving success with the goal. A leader is responsible not only to himself and his subordinates but also to his community. Each decision and resulting action must be analyzed considerately in an effort to build and generate success, respect, and concern for all impacted by his decisions. Additionally the leader must model and expect an allegiance from the followers to principles and characteristics which are based on situational stability. LEADERSHIP AND ETHICS 10 References DuBrin, A. (2013). Leadership: Research, findings, and skills. Mason: Western . Cengage. Editors. (2016). Leadership-Central.com. Retrieved from Path-Goal Theory-Robert House: http://www.leadership-central.com/path-goal-theory.html#axzz3yjUhRmN1 Gupta, A. (2009, May 13). Practical Management; designing a Better Workplace. Retrieved from Practical Management: http://www.practical-management.com/LeadershipDevelopment/Path-Goal-Leadership.html Lynch, B. (2015, July 2). Partnering for performance in situational leadership; a person-centered leadership approach. International Practice Development Journal, 1-10.

Tutor Answer

School: UC Berkeley

Attached final. Cheers!!!!


Leadership Skill-Building Exercises
Student’s Name




Leadership Skill-Building Exercises
Quiz 7-1: Empowering Attitudes and Beliefs
An assessment on the various attitudes and beliefs indicates that I possess most of the
attributes. The score stands at 80% of all the provided attitudes. This means that I am good at
empowering. I already have a positive attitude towards ensuring that the rest of the employees
arise and become better in their respective positions. For instance, I believe that a little
motivation to the employees is necessary to their performance. I, therefore, believe that the
employees would do better if I am there to be consulted and encourage them to work harder. I
am of the belief that the employees do not need too much guidance, but only need to be shown
the direction. Employees cannot work well if they are not well equipped and have the relevant
skills (Certo 2003). Therefore, I am the kind of a leader who works hard to ensure that the

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