LDR300 University of Phoenix Leadership Legacy Assessment Test Paper


University of Phoenix

Question Description

Resource: Leadership Assessments found on Internet

Open your web browser and search for either "Leadership Legacy Assessment Test" or "Disc Personality Test."

Complete one of these free online tests. Note: The online test should be free so if you encounter a site that charges a fee for the test please continue searching for a site that offers a free test.

Write a 700- to 1,050-word summary in which you articulate elements of leadership using the following criteria:

  • Examine your individual, essential elements of leadership and management.
  • Differentiate between leadership and management roles, and provide specific examples from the text, literature, or personal example.

Cite at least one peer-reviewed source in addition to the course text (be certain to include the web link for your test in your citations).

Format your paper consistent with APA guidelines.

Click the Assignment Files tab to submit your assignment.

I have attached the assessment that I took and also the course text, that has to be included in the paper.

Unformatted Attachment Preview

REFERANCE: http://www.yourleadershiplegacy.com/assessment/assessment.php Your assessment results show that you have the characteristics of these types of leaders: • Ambassador – your score is 12 points out of 25 • Advocate – your score is 14 out of 25 • People Mover – your score is 14 out of 25 • Truth-Seeker – your score 11 out of 25 • Creative builder – your score is 13 out of 25 • Experienced guide – your score is 18 out of 25 See the sections below for more detail on your natural roles and some suggestions for next steps. Ambassador Ambassadors instinctively know how to handle a variety of situations with grace. They tend to be the people diffusing nasty situations. The ones getting involved in conflicts on behalf of broad constituencies, as opposed for their own benefit. They are apt to be persistent in a gentle way -- to be persuasive and at the same time respectful. An Ambassador, for example, might be someone who can introduce a whole host of peopleassessment and development frameworks with the result that employees understand and accept the new order easily. Advocate Advocates instinctively act as the spokesperson in a group. They tend to be articulate, rational, logical, and persuasive. They also tend to be relentless (in the positive sense of the word), championing ideas or strategic positions. Advocates tend to use both linear and non-linear approaches when they argue a point. Top managers who are natural Ambassadors may do very well at navigating through rough waters. But for Advocates, being in rough waters is part of the reason they revel in their work. (Many Advocates tend to see things in black and white only. Advocates very often need Ambassadors on their senior management teams -- to help them temper their messages and persuade employees to “buy into” their decisions.) People Mover Think: Talent-spotter, career-builder, motivator, someone with parental, nurturing qualities. People Movers instinctively take the lead in building teams. They’re also instinctive mentors. They generally have large contact lists; they are always introducing new people to new ideas and new paths. They’re also generally mindful of their employees’ lives outside of work; they view performance through the larger lens of potential. There is a certain “holiday card joy” that comes with being a People Mover; when people continue to update you on their progress because they know you’ll care, even if you have nothing in common with them and are effectively out of touch with them, you know you’re a People Mover. Truth-Seeker Think: fairness, good judgment, equalizer, level-headed, process-oriented, scrupulous neutrality, objectivity is the high standard. This is the only role for which there is a “prerequisite;” Truth-Seekers are unfailingly competent in their field; their competence is unquestioned. Truth-Seekers instinctively level the playing field for those in need. They also help people understand new rules and policies. They act to preserve the integrity of processes. They try to identify the rootcause issues, or pivotal issues. They also step in to ensure the just and fair outcome if the process has failed to yield the same. Successful individuals in the Human Resources function are generally natural Truth-Seekers. TruthSeekers also tend to gravitate towards line-manager positions. Creative Builder These individuals are visionaries and entrepreneurs – they are happiest and most driven at the start of things. They instinctively: see new opportunities for new products, new companies; spot niche markets; take ideas and make them real. They’re also often “serial entrepreneurs” over time, even if they remain in one leadership post. Creative Builders instinctively understand that building is not necessarily about invention, but about process of making an invention real. Builders are constantly energized by new ideas, yet they have the staying power to see them through to fruition. The issue is rarely simply the idea; builders aren’t “Hey Dave, what’s your latest scheme?” people. Builders are fascinated with implementation. Real estate developers are often “builders” in this way (beyond the obvious connection); they feel most rewarded when a project gets underway, or is newly completed. Builders sometimes get into trouble if they remain in one place for too long. There are case studies, too numerous to mention, of entrepreneurs whose legacies are negative because they became enmeshed in the day-to-day operations of the companies they created, and didn’t know when it was time to leave. Builders can successfully remain in a single leadership position only if they figure out how to feed their own need for new projects. Here’s an equation to try on yourself if you identify with the role of builder: Strength of belief in end result + Ability to tolerate the process = Creative Builder Experienced Guide The term “Experienced Guide” conjures up an image of someone very old and wrinkled, with the experience that comes with age. That’s not incorrect, but Experienced Guides don’t have to be old, or necessarily experienced. What they do have to have is an ability to listen, and to put themselves in others’ shoes. They have a way of helping people think through their own problems; they are natural therapists. Often, they are seemingly bottomless wells of information on a diverse range of topics. These are the people who can always be counted on to supply the right quotation or the right historical connection. They are not necessarily mediators, yet the experienced guide is often the person who finds him or herself “in the middle,” with people on both sides of a conflict seeking advice. When a corporate meeting has been particularly stressful or fraught with conflict, the “post-meeting, closed-door meeting” often takes place in the Wise One’s office. Remember the “family lawyer” of old? The person, outside of the family, who knew (and kept) all the family secrets, and was often sought for advice? The experienced guide role naturally lends itself today to the position of minister, counselor, trusted advisor. Renato Tagiuri, emeritus professor at the Harvard Business School, noted that natural “experienced guides” are often found one level down from the top in organizations. They get their greatest satisfaction helping others get through the day and helping others see the bigger picture. They empathize. Your Next Steps Your natural role will give you a broad indication of the types of legacies you are building as a leader. With that natural (or "default") role in mind, ask yourself: In what way is my leadership affecting the people who work with and for me? How do I affect the way they work, the way they think, the way they approach a task at work? How does my natural style affect their style? Try asking these questions in a "broad strokes" kind of way, and then go back and ask them again, with particular situations in mind. Last week's round of performance reviews, for instance, or the most recent staff meeting. How does the way in which you approach things change or steer the way in which others behave? What might you try to accentuate, by a degree or two, to help you build the kind of leadership legacy you would like to? What might you delegate a bit more, or seek other's input (again by a degree or two)? An enhanced understanding of your own natural orientation at work can help you calibrate your leadership, and the dynamics of your organization, more effectively. Thank you for taking The Leadership Legacy Assessment. REFERANCE: Nahavandi, A. (2015). The Art of Leadership (7th ed.). Upper Saddle River, NJ: Upper Saddle River After studying this chapter, you will be able to: 1. 2. 3. 4. 5. 6. Define leadership and leadership effectiveness. Discuss the major obstacles to effective leadership. Compare and contrast leadership and management. List the roles and functions of leaders and managers. Explain the changes in organizations and how they affect leaders. Summarize the debate over the role and impact of leadership in organizations. The Leadership Question Some leaders are focused on getting things done while others put taking care of their followers first. Some look at the big picture, and others hone in on the details. Is one approach better than the other? Which one do you prefer? Who is a leader? When are leaders effective? These age-old questions appear simple, but their answers have kept philosophers, social scientists, scholars from many disciplines, and business practitioners busy for many years. We recognize bad leadership. Bad leaders are dishonest, selfcentered, arrogant, disorganized, and uncommunicative. However, being honest, selfless, organized and communicative are necessary, but not sufficient to be a good leader. This chapter defines leadership and its many aspects, roles, and functions. Effective Leadership We recognize effective leaders when we work with them or observe them. However, leadership is a complex process, and there are many different definitions of leadership and leadership effectiveness. Who Is a Leader? Dictionaries define leading as “guiding and directing on a course” and as “serving as a channel.” A leader is someone with commanding authority or influence. Researchers have developed many working definitions of leadership. Although these definitions share several elements, they each consider different aspects of leadership. Some define leadership as an integral part of the group process (Green, 2002; Krech and Crutchfield, 1948). Others define it primarily as an influence process (Bass, 1960; Cartwright, 1965; Katz and Kahn, 1966). Still others see leadership as the initiation of structure (Homans, 1950) and the instrument of goal achievement. Several even consider leaders to be servants of their followers (Greenleaf, 1998). Despite the differences, the various definitions of leadership share four common elements: • • • • First, leadership is a group and social phenomenon; there can be no leaders without followers. Leadership is about others. Second, leadership necessarily involves interpersonal influence or persuasion. Leaders move others toward goals and actions. Third, leadership is goal directed and action oriented; leaders play an active role in groups and organizations. They use influence to guide others through a certain course of action or toward the achievement of certain goals. Fourth, the presence of leaders assumes some form of hierarchy within a group. In some cases, the hierarchy is formal and well defined, with the leader at the top; in other cases, it is informal and flexible. Combining these four elements, we can define a leader as any person who influences individuals and groups within an organization, helps them establish goals, and guides them toward achievement of those goals, thereby allowing them to be effective. Being a leader is about getting things done for, through, and with others. Notice that the definition does not include a formal title and does not define leadership in terms of certain traits or personal characteristics. Neither is necessary to leadership. This broad and general definition includes those who have formal leadership titles and many who do not. For Jonas Falk, CEO of OrganicLife, a start-up company that provide nutritious school lunches, leadership is taking “an average team of individuals and transform(ing) them into superstars” (Mielach, 2012). For consultant Kendra Coleman, leadership is about taking a stand (Mielach, 2012). Bill Gates, founder of Microsoft, considers empowerment to be an essential part of leadership (Kruse, 2013). For the CEO of the Container Store, “leadership and communication are the same thing. Communication is leadership” (Bryant, 2010). In all these examples, the leader moves followers to action and helps them achieve goals, but each focuses on a different element that constitutes leadership. When Is a Leader Effective? What does it mean to be an effective leader? As is the case with the definition of leadership, effectiveness can be defined in various ways. Some researchers, such as Fred Fiedler, whose Contingency Model is discussed in Chapter 3, define leadership effectiveness in terms of group performance. According to this view, leaders are effective when their group performs well. Other models—for example, Robert House’s Path-Goal Theory presented in Chapter 3 —consider follower satisfaction as a primary factor in determining leadership effectiveness; leaders are effective when their followers are satisfied. Still others, namely researchers working on the transformational and visionary leadership models described in Chapters 6 and 9, define effectiveness as the successful implementation of change in an organization. The definitions of leadership effectiveness are as diverse as the definitions of organizational effectiveness. The choice of a certain definition depends mostly on the point of view of the person trying to determine effectiveness and on the constituents who are being considered. For cardiologist Stephen Oesterle, senior vice president for medicine and technology at Medtronic, one of the world’s biggest manufacturers of medical devices and pacemakers, restoring lives is both a personal and an organizational goal (Tuggle, 2007). Barbara Waugh, a 1960s civil rights and antidiscrimination activist and once personnel director and worldwide change manager of Hewlett-Packard Laboratories (often known as the “World’s Best Industrial Research Laboratory”—WBIRL), defines effectiveness as finding a story that is worth living: “You decide what you want your life to be about and go after it” (Marshall, 2009: 3). John Hickenlooper, Colorado governor and former mayor of Denver, focuses on an inclusive style, cooperation, aligning people’s self-interest, and getting buy-in from the people who are affected by his decisions (Goldsmith, 2008). Effectiveness versus Success Clearly, no one way best defines what it means to be an effective leader. Fred Luthans (1989) proposes an interesting twist on the concept of leadership effectiveness by distinguishing between effective and successful managers. According to Luthans, effective managers are those with satisfied and productive employees, whereas successful managers are those who are promoted quickly. After studying a group of managers, Luthans suggests that successful managers and effective managers engage in different types of activities. Whereas effective managers spend their time communicating with subordinates, managing conflict, and training, developing, and motivating employees, the primary focus of successful managers is not on employees. Instead, they concentrate on networking activities such as interacting with outsiders, socializing, and politicking. The internal and external activities that effective and successful managers undertake are important to allowing leaders to achieve their goals. Luthans, however, finds that only 10 percent of the managers in his study are effective and successful. The results of his study present some grave implications for how we might measure our leaders’ effectiveness and reward them. To encourage and reward performance, organizations need to reward the leadership activities that will lead to effectiveness rather than those that lead to quick promotion. If an organization cannot achieve balance, it quickly might find itself with flashy but incompetent leaders who reached the top primarily through networking rather than through taking care of their employees and achieving goals. Barbara Waugh, mentioned earlier, considers the focus on what she calls the “vocal visionary” at the expense of the “quiet implementer” one of the reasons many organizations do not achieve their full potential (Marshall, 2009). Joe Torre, the famed Los Angeles Dodgers baseball coach, believes that solid, quiet, and steady managers who do not brag are the ones who get things done (Hollon, 2009). Ideally, any definition of leadership effectiveness should consider all the different roles and functions that a leader performs. Few organizations, however, perform such a thorough analysis, and they often fall back on simplistic measures. For example, stockholders and financial analysts consider the CEO of a company to be effective if company stock prices keep increasing, regardless of how satisfied the company’s employees are. Politicians are effective if the polls indicate their popularity is high and if they are reelected. A football coach is effective when his team is winning. Students’ scores on standardized tests determine a school principal’s effectiveness. In all cases, the factors that make the leader effective are highly complex and multifaceted. Consider the challenge faced by the executives of the New York Times, one of the world’s most respected newspapers. In 2002, the paper won a record seven Pulitzer prizes, a clear measure of success. A year later, however, the same executive editor team that had led the company in that success was forced to step down because of plagiarism scandals (Bennis, 2003). The executive team’s hierarchical structure, autocratic leadership style, and an organizational culture that focused on winning and hustling were partly blamed for the scandals (McGregor, 2005). By one measure, the Times was highly effective; by another, it failed a basic tenet of the journalistic profession. Politics further provide examples of the complexity of defining leadership effectiveness. Consider former U.S. president Clinton, who, despite being impeached in the U.S. Senate, maintained his popularity at the polls in 1998 and 1999; many voters continued to consider him effective. Hugo Chavez, the late president of Venezuela, was adored by his supporters for his advocacy for the poor and despised by his opponents for his dictatorial style. Whether any of these leaders is considered effective or not depends on one’s perspective. General Motors’ recent troubles further illustrate the need for a broad definition of effectiveness. An Integrative Definition The common thread in all these examples of effectiveness is the focus on outcome. To judge their effectiveness, we look at the results of what leaders accomplish. Process issues, such as employee satisfaction, are important but are rarely the primary indicator of effectiveness. Nancy McKintry, CEO of Wolters Kluwer, an information services company, states, “At the end of the day, no matter how much somebody respects your intellect or your capabilities or how much they like you, in the end it is all about results in the business context” (Bryant, 2009a). The executive editorial team at the New York Times delivered the awards despite creating a difficult and sometimes hostile culture. Voters in the United States liked President Clinton because the economy flourished under his administration. Hugo Chavez survived many challenges because he pointed to specific accomplishments. One way to take a broad view of effectiveness is to consider leaders effective when their group is successful in maintaining internal stability and external adaptability while achieving goals. Overall, leaders are effective when their followers achieve their goals, can function well together, and can adapt to changing demands from external forces. The definition of leadership effectiveness, therefore, contains three elements: 1. Goal achievement, which includes meeting financial goals, producing quality products or services, addressing the needs of customers, and so forth 2. Smooth internal processes, including group cohesion, follower satisfaction, and efficient operations 3. External adaptability, which refers to a group’s ability to change and evolve successfully The Leadership Question—Revisited So focusing on the task, on people, on the b ...
Purchase answer to see full attachment

Final Answer



Leadership Legacy Assessment
Institutional Affiliation:


Leadership Legacy Assessment Test
Leadership Legacy Assessment Test is utilized to scrutinize the natural leadership form
of the persons in a corporation.
My fallouts of the appraisal portray that I have the following abilities:
• Ambassador – your score is 14 points out of 25
• Advocate – your score is 20 out of 25
• People Mover – your score is 17 out of 25
• Truth-Seeker – your score 16 out of 25
• Creative builder – your score is 16 out of 25
• Experienced guide – your score is 16 out of 25 (Maruca, 2011).
Ambassador: They instinctually recognize how to manage a blend of conditions with
ease. They have an obligation to be all inclusive population coordinating horrendous occasions.
Additionally, the general population who enjoy conflicts for wide electorates, as kept for their
Advocate: They go about as the representative for a party. They have a tendency to be
expressive, normal, perceptive and convincing. They moreover have a tendency to be settled
championing contemplations or strategic positions.
People Mover: They naturally emerge in building clusters. They're additionally common
associates. They have broad contact records.


Truth-Seeker: They normally make everything sensible f...

Marrie (17860)
Boston College

Return customer, been using sp for a good two years now.

Thanks as always for the good work!

Excellent job


Brown University

1271 Tutors

California Institute of Technology

2131 Tutors

Carnegie Mellon University

982 Tutors

Columbia University

1256 Tutors

Dartmouth University

2113 Tutors

Emory University

2279 Tutors

Harvard University

599 Tutors

Massachusetts Institute of Technology

2319 Tutors

New York University

1645 Tutors

Notre Dam University

1911 Tutors

Oklahoma University

2122 Tutors

Pennsylvania State University

932 Tutors

Princeton University

1211 Tutors

Stanford University

983 Tutors

University of California

1282 Tutors

Oxford University

123 Tutors

Yale University

2325 Tutors