The Multifactor Leadership Questionnaire generates a psychological inventory from propositions that aim to assess leadership styles and leadership outcomes: it is a multi-rater (or 360-degree) instrument, which means that its output—the MLQ 360 Leader's Report—interprets and compares a leader's self-assessment with ratings contributed across the same items by associates. This presentation reflects on a Multifactor Leadership Questionnaire exercise conducted in May 2020.
“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D
It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational.
The process used to generate the power of Appreciative Inquiry is the 4-D Cycle:
Discovery - Dream - Design - Destiny
Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been."
Dream: The Dream phase is an energizing exploration of "what might be:"
Design: The Design phase involves making choices about "what should be" within an organization or system.
Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be."
School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process.
The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.
Next topic on Management Process. Objective setting is critical in the management process. If the objective set is practically feasible, it is good and can be met.
Leaders are not born.....instead they are created....Well, Leadership quality is not mere a single quality but a blend many special qualities....This presentation will giv idea about those qualities with enough pictures....
“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D
It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational.
The process used to generate the power of Appreciative Inquiry is the 4-D Cycle:
Discovery - Dream - Design - Destiny
Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been."
Dream: The Dream phase is an energizing exploration of "what might be:"
Design: The Design phase involves making choices about "what should be" within an organization or system.
Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be."
School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process.
The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.
Next topic on Management Process. Objective setting is critical in the management process. If the objective set is practically feasible, it is good and can be met.
Leaders are not born.....instead they are created....Well, Leadership quality is not mere a single quality but a blend many special qualities....This presentation will giv idea about those qualities with enough pictures....
Seminar conducted at Manuel L. Quezon High School, Manila Philippines September 1, 2007. Presentation showing qualities of leaders and leadership styles.
Transactional leadership emphasizes results, stay within the existing structure of an organization and measures success according to that organization’s system of rewards and penalties.
transactional leaders famous examples
people who are transactional leaders
transactional vs transformational leadership
transactional leadership style examples
famous transactional leader
transactional vs transformational
weakness of transactional leadership
who is a transactional leader
Assumptions of Transactional Theory
people who are transactional leaders
transactional vs transformational leadership
examples of transactional leaders today
transactional leaders examples
history of transactional leadership theory
transactional leadership theory pdf
articles on transactional leadership theory
transactional leaders famous examples
Implications of Transactional Theory
Difference between Transactional and Transformational Leaders
Leadership Styles
Trait Theory
LMX Theory
Transformational Leadership
Continuum of Leadership Behaviour
Likert’s Management System
people who are transactional leaders
example of a transactional leader
famous transactional leaders
transactional leaders famous examples
people who were transactional leader
characteristics of a transactional leader
transactional vs transformational leadership
transactional leadership theory
The Decision-Making Process
Define decision and decision-making process.
Describe the eight steps in the decision-making process.
Explain the challenges managers face in identifying problems.
Discuss why decision criteria are important in the decision-making process.
Describe how managers develop, analyze, and select alternatives.
Explain what happens during implementation and evaluation.
what is decision making, conditions of decision making, decision making under certainty, decision making under uncertainty, decision making under risk, process of decision making, how to effactive decision making
Mentoring Builds Leadership Skills and Teacher Effectiveness
June 27, 3:15 – 4:15pm, Room: Union B
Mentoring can build skills for 21st century leadership. The new evaluation structure, the need to retain new teachers, and the necessary focus on collaboration are among the challenges that can be positively impacted with an effective mentoring program. Participants of this session will be provided with information and activities to assist with implementing a mentoring system. Come and learn how mentoring can increase teacher effectiveness.
Main Presenter: Robert Rayburn, Eastland-Fairfield Career and Technical School
In today's global B2B marketplace, negotiations are becoming more complex. Negotiation skills are a core competency of every successful team member. It is the avenue to sustainable business growth, cohesive teams, strong business relationships and commercial value.
With increased complexity comes the need for more team negotiations. But team negotiations can be fraught with difficulties.
Decision making is a critical function of management. However, care needs to be taken to ensure that decisions are not taken on an emotional basis.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/ZEcPAc
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
Slides developed for Boy Scout Training but not official slides from the BSA. The Fundamentals of Training course is the first phase of the three-part train-the-trainer continuum (T3, or T-Cubed) in the Boy Scouts of America. The course’s purpose is to introduce teaching techniques and skills to new Scout trainers as well as help those Scouters, regardless of their experience, present effective training. It will also help those who may have trained for other organizations learn the BSA’s training techniques and will help “freshen up” the skills of current BSA trainers. The course is intended for both youth and adult trainers.
Creative Property of The Vision CouncilThe Blake and Mouton Mana.docxwillcoxjanay
Creative Property of The Vision Council
The Blake and Mouton Managerial Grid
Leadership Self-Assessment Questionnaire
Below is a list of statements about leadership behavior. Read each one carefully, then, using the
following scale, decide the extent to which it applies to you. For best
results answer as
truthfully as possible.
never sometimes always
0 1 2 3 4 5
___3____
I encourage my team to participate when it comes decision
making time and I try to implement their ideas and suggestions.
___4____ Nothing is more important than accomplishing a goal or task.
___5____ I closely monitor the schedule to ensure a task or project will be completed in time.
____4___ I enjoy coaching people on new tasks and procedures.
__4___ The more challenging a task is, the more I enjoy it.
___3____ I encourage my employees to be creative about their job.
___5____ When seeing a complex task through to completion, I ensure that every detail is accounted for.
____3___ I find it easy to carry out several complicated tasks at the same time.
___2____ I enjoy reading articles, books, and journals about training, leadership, and psychology; and
then putting what I have read into action.
____3___ When correcting mistakes, I do not worry about jeopardizing relationships.
___5____ I manage my time very efficiently.
____3___ I enjoy explaining the intricacies and details of a complex task or project to my employees.
___3____ Breaking large projects into small manageable tasks is second nature to me.
___5____ Nothing is more important than building a great team.
___3____ I enjoy analyzing problems.
____5___ I honor other people's boundaries.
____2___ Counseling my employees to improve their performance or behavior is second nature to me.
____2___ I enjoy reading articles, books, and trade journals about my profession; and then implementing the new procedures I have learned.
Creative Property of The Vision Council
Scoring Section
After completing the Questionnaire, transfer your answers to the spaces below:
People
Question
1.______
4
.______
6
.______
9
.______
10
.______
12
.______
14
.______
16
.______
17
.______
TOTAL ________
X 0.2 = ________
(Multiply the Total by 0.2 to get
your final score)
Task
Question
2.______
3
.______
5
.______
7
.______
8
.______
11
.______
1
3
.______
15
.______
18
.______
TOTAL ________
X 0.2
________
(Multiply the Total by 0.2 to get
your final score)
Matrix Section
Plot your final scores on the graph below by drawing a horizontal line from the approximate people
score (vertical ax
is) to the right of the matrix, and drawing a vertical line from the approximate task
score on the horizontal axis to the top of the matrix. Then, draw two lines from each dot until they
intersect. The area of intersection is the leadership dimension that
you operate out of.
Creative Property of The Vision Council
Example
The above sample shows score of 4 in the people
section and a score of 6 in the task
sect.
Leadership Self-AssessmentLeadership is defined in many wa.docxsmile790243
Leadership Self-Assessment
Leadership is defined in many ways by many people. Some believe it can be learned, some believe it is innate or intuitive. The amount
of recent literature devoted to the theme of leadership is tremendous. When you examine the literature you will notice there are
endless opinions about what leadership is, how leaders are developed, the psychological factors associated with leadership, the traits
needed for effective leadership, the political aspects of leadership, and the unique elements of the academic environment.
Approaches to leadership are different in diverse situations and in various environments. Review the matrix below to see theories of
leadership and elements that make them different. The goal of the matrix is to assist you in understanding the various leadership
theories and the relationship between them.
Characteristics of Leadership Theories
Transactional Transformational Servant Charismatic Contingency Trait
Origin Burns, 1978 Burns, 1978 Greenleaf, 1970 House, 1976 Fiedler, 1964 Galton, 1869
Major Premise Leaders exchange
something with
followers to advance
both of their agendas.
Leader is interested in
developing followers to
their fullest potential.
Authority given
to followers.
Beliefs imparted
to followers.
To be effective, the
leader's style fits
the context of the
setting.
Leadership qualities are
genetic characteristics
of a family and passed
through generations.
Role of the
Leader
Rewards or disciplines. Motivates and inspires. Helps followers
achieve their
goals.
Role model for
beliefs imparted
to followers.
Is either task
motivated or
relationship
motivated.
Distinctive physical and
psychological
characteristics account
for leader effectiveness.
Role of the
Follower
Performs in exchange
for something.
Works for the greater
good of the group and
society in general.
Is empowered. Trust in the
leader's ideology.
Not applicable. Not defined.
Personality
Characteristics
of the Leader
Authoritarian,
negotiator, influential.
Charismatic,
inspirational, role model,
enabler.
Servant,
nurturer,
listener,
empathetic,
moral.
Self-confident,
dominant, role
model,
influential.
Varies depending
on the fit of the
setting.
Intelligence, strong
values, high level of
personal energy.
What Type of Leader Are You?
Your leadership style is your perception of how leadership should be. This self-assessment instrument will help you better
understand your own leadership style. Awareness of your style and recognition of the styles of others can help you more effectively
strategize how you perform your leadership duties and how you manage situations from a leadership position.
As you complete the survey, please keep in mind:
• There is no right or wrong answers.
• Nobody will judge you by your responses, but participating will provide you with an interesting foundation for future work in the
course.
• When you have completed the surve ...
Seminar conducted at Manuel L. Quezon High School, Manila Philippines September 1, 2007. Presentation showing qualities of leaders and leadership styles.
Transactional leadership emphasizes results, stay within the existing structure of an organization and measures success according to that organization’s system of rewards and penalties.
transactional leaders famous examples
people who are transactional leaders
transactional vs transformational leadership
transactional leadership style examples
famous transactional leader
transactional vs transformational
weakness of transactional leadership
who is a transactional leader
Assumptions of Transactional Theory
people who are transactional leaders
transactional vs transformational leadership
examples of transactional leaders today
transactional leaders examples
history of transactional leadership theory
transactional leadership theory pdf
articles on transactional leadership theory
transactional leaders famous examples
Implications of Transactional Theory
Difference between Transactional and Transformational Leaders
Leadership Styles
Trait Theory
LMX Theory
Transformational Leadership
Continuum of Leadership Behaviour
Likert’s Management System
people who are transactional leaders
example of a transactional leader
famous transactional leaders
transactional leaders famous examples
people who were transactional leader
characteristics of a transactional leader
transactional vs transformational leadership
transactional leadership theory
The Decision-Making Process
Define decision and decision-making process.
Describe the eight steps in the decision-making process.
Explain the challenges managers face in identifying problems.
Discuss why decision criteria are important in the decision-making process.
Describe how managers develop, analyze, and select alternatives.
Explain what happens during implementation and evaluation.
what is decision making, conditions of decision making, decision making under certainty, decision making under uncertainty, decision making under risk, process of decision making, how to effactive decision making
Mentoring Builds Leadership Skills and Teacher Effectiveness
June 27, 3:15 – 4:15pm, Room: Union B
Mentoring can build skills for 21st century leadership. The new evaluation structure, the need to retain new teachers, and the necessary focus on collaboration are among the challenges that can be positively impacted with an effective mentoring program. Participants of this session will be provided with information and activities to assist with implementing a mentoring system. Come and learn how mentoring can increase teacher effectiveness.
Main Presenter: Robert Rayburn, Eastland-Fairfield Career and Technical School
In today's global B2B marketplace, negotiations are becoming more complex. Negotiation skills are a core competency of every successful team member. It is the avenue to sustainable business growth, cohesive teams, strong business relationships and commercial value.
With increased complexity comes the need for more team negotiations. But team negotiations can be fraught with difficulties.
Decision making is a critical function of management. However, care needs to be taken to ensure that decisions are not taken on an emotional basis.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/ZEcPAc
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
Slides developed for Boy Scout Training but not official slides from the BSA. The Fundamentals of Training course is the first phase of the three-part train-the-trainer continuum (T3, or T-Cubed) in the Boy Scouts of America. The course’s purpose is to introduce teaching techniques and skills to new Scout trainers as well as help those Scouters, regardless of their experience, present effective training. It will also help those who may have trained for other organizations learn the BSA’s training techniques and will help “freshen up” the skills of current BSA trainers. The course is intended for both youth and adult trainers.
Creative Property of The Vision CouncilThe Blake and Mouton Mana.docxwillcoxjanay
Creative Property of The Vision Council
The Blake and Mouton Managerial Grid
Leadership Self-Assessment Questionnaire
Below is a list of statements about leadership behavior. Read each one carefully, then, using the
following scale, decide the extent to which it applies to you. For best
results answer as
truthfully as possible.
never sometimes always
0 1 2 3 4 5
___3____
I encourage my team to participate when it comes decision
making time and I try to implement their ideas and suggestions.
___4____ Nothing is more important than accomplishing a goal or task.
___5____ I closely monitor the schedule to ensure a task or project will be completed in time.
____4___ I enjoy coaching people on new tasks and procedures.
__4___ The more challenging a task is, the more I enjoy it.
___3____ I encourage my employees to be creative about their job.
___5____ When seeing a complex task through to completion, I ensure that every detail is accounted for.
____3___ I find it easy to carry out several complicated tasks at the same time.
___2____ I enjoy reading articles, books, and journals about training, leadership, and psychology; and
then putting what I have read into action.
____3___ When correcting mistakes, I do not worry about jeopardizing relationships.
___5____ I manage my time very efficiently.
____3___ I enjoy explaining the intricacies and details of a complex task or project to my employees.
___3____ Breaking large projects into small manageable tasks is second nature to me.
___5____ Nothing is more important than building a great team.
___3____ I enjoy analyzing problems.
____5___ I honor other people's boundaries.
____2___ Counseling my employees to improve their performance or behavior is second nature to me.
____2___ I enjoy reading articles, books, and trade journals about my profession; and then implementing the new procedures I have learned.
Creative Property of The Vision Council
Scoring Section
After completing the Questionnaire, transfer your answers to the spaces below:
People
Question
1.______
4
.______
6
.______
9
.______
10
.______
12
.______
14
.______
16
.______
17
.______
TOTAL ________
X 0.2 = ________
(Multiply the Total by 0.2 to get
your final score)
Task
Question
2.______
3
.______
5
.______
7
.______
8
.______
11
.______
1
3
.______
15
.______
18
.______
TOTAL ________
X 0.2
________
(Multiply the Total by 0.2 to get
your final score)
Matrix Section
Plot your final scores on the graph below by drawing a horizontal line from the approximate people
score (vertical ax
is) to the right of the matrix, and drawing a vertical line from the approximate task
score on the horizontal axis to the top of the matrix. Then, draw two lines from each dot until they
intersect. The area of intersection is the leadership dimension that
you operate out of.
Creative Property of The Vision Council
Example
The above sample shows score of 4 in the people
section and a score of 6 in the task
sect.
Leadership Self-AssessmentLeadership is defined in many wa.docxsmile790243
Leadership Self-Assessment
Leadership is defined in many ways by many people. Some believe it can be learned, some believe it is innate or intuitive. The amount
of recent literature devoted to the theme of leadership is tremendous. When you examine the literature you will notice there are
endless opinions about what leadership is, how leaders are developed, the psychological factors associated with leadership, the traits
needed for effective leadership, the political aspects of leadership, and the unique elements of the academic environment.
Approaches to leadership are different in diverse situations and in various environments. Review the matrix below to see theories of
leadership and elements that make them different. The goal of the matrix is to assist you in understanding the various leadership
theories and the relationship between them.
Characteristics of Leadership Theories
Transactional Transformational Servant Charismatic Contingency Trait
Origin Burns, 1978 Burns, 1978 Greenleaf, 1970 House, 1976 Fiedler, 1964 Galton, 1869
Major Premise Leaders exchange
something with
followers to advance
both of their agendas.
Leader is interested in
developing followers to
their fullest potential.
Authority given
to followers.
Beliefs imparted
to followers.
To be effective, the
leader's style fits
the context of the
setting.
Leadership qualities are
genetic characteristics
of a family and passed
through generations.
Role of the
Leader
Rewards or disciplines. Motivates and inspires. Helps followers
achieve their
goals.
Role model for
beliefs imparted
to followers.
Is either task
motivated or
relationship
motivated.
Distinctive physical and
psychological
characteristics account
for leader effectiveness.
Role of the
Follower
Performs in exchange
for something.
Works for the greater
good of the group and
society in general.
Is empowered. Trust in the
leader's ideology.
Not applicable. Not defined.
Personality
Characteristics
of the Leader
Authoritarian,
negotiator, influential.
Charismatic,
inspirational, role model,
enabler.
Servant,
nurturer,
listener,
empathetic,
moral.
Self-confident,
dominant, role
model,
influential.
Varies depending
on the fit of the
setting.
Intelligence, strong
values, high level of
personal energy.
What Type of Leader Are You?
Your leadership style is your perception of how leadership should be. This self-assessment instrument will help you better
understand your own leadership style. Awareness of your style and recognition of the styles of others can help you more effectively
strategize how you perform your leadership duties and how you manage situations from a leadership position.
As you complete the survey, please keep in mind:
• There is no right or wrong answers.
• Nobody will judge you by your responses, but participating will provide you with an interesting foundation for future work in the
course.
• When you have completed the surve ...
OL 328 Milestone Two Rubric This milestone will explo.docxvannagoforth
OL 328 Milestone Two Rubric
This milestone will explore the practices of Challenge the Process and Enable Others to Act, which you learned about in Modules Four and Five. Factoring in the
feedback from Milestone One and using your leadership development action plan, address the following:
Analyze how you will use the Challenge the Process and Enable Others to Act practices to improve the three leadership areas that you selected in
Module One.
Select one leadership theory you reviewed in this course and analyze how it will help you with the leadership areas you selected.
Note: The following leadership theories were initially discussed in the module 2 resources: transformational, authentic, and servant leadership.
The following leadership theories were initially discussed in the module 3 resources: situational, contingency, and path-goal.
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value
Leadership Areas of
Improvement: Challenge
the Process and Enable
Others to Act
Analyzes how the Challenge the Process
and Enable Others to Act practices can
improve the leadership areas, with real-
world examples as support
Analyzes how the Challenge the Process
and Enable Others to Act practices can
improve the leadership areas, but the
connection is vague or support does not
include real-world examples
Does not analyze how the Challenge the
Process and Enable Others to Act
practices can improve the leadership
areas
35
Leadership Theory
Applied: Challenge the
Process and Enable Others
to Act
Analyzes how the selected leadership
theory can improve the leadership areas,
with real-world examples as support
Analyzes how the selected leadership
theory can improve the leadership areas,
but the connection is vague or support
does not include real-world examples
Does not analyze how the selected
leadership theory can improve the
leadership areas
35
Articulation of Response Submission has no major errors related to
citations, grammar, spelling, syntax, or
organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent understanding
of ideas
30
Earned Total 100%
Sheet1Rubric for the final assignmentMaxStudentSubmitted on time203 kanban boards were created45WIP limits were indicated15Work states and team size were indicated201000
s
14.5
Efficiency: 17.4%
Value Stream 1
Value Stream 2
Value Stream 3
2 hrs 5 hrs 5 hrs
1 hr 0.5 hr 13 hrs
12
1 day
7 days
160
15
Efficiency: 1068%
Pareto Diagam
Day cycle = 8 hrs
36
59
Efficiency: 61.01%
1 hrs
4 hrs
2 hrs
1 hr
3 days
4 hrs
3 ...
1
13
Leadership Portfolio
Angela Williams
Saint Leo University
Leadership Applications in Criminal Justice 565
Dr. Eloy L. Nunez
March 1, 2015
Table of Contents
Personal Mission Statement
1
Weekly Self Assessments and Leadership Skill-Building Exercises
2
Module 1
2
Quiz Reflections 1-1
2
Quiz Reflections 1-2
2
Quiz Reflections 2-1
2
Quiz Reflections 2-2
2
Quiz Reflections 2-3
3
Exercise 2-4 Traits, Motives, and Characteristics
3
Module 2
5
Quiz Reflections 3-1
5
Quiz Reflections 3-2
6
Quiz Reflections 4-1
6
Quiz Reflections 4-2
6
Quiz Reflections 4-3
6
Exercise 3-3 Charismatic Leadership
6
Exercise 4-6 Task-Oriented and Relationship-Oriented Leadership Behaviors
7
Module 3
8
Quiz Reflections 5-1
8
Quiz Reflections 5-2
9
Quiz Reflections 6-1
9
Quiz Reflections 6-2
9
Exercise 3-3 Charismatic Leadership continued
9
Exercise 5-3 My Leadership Approach
9
Exercise 6-4 Report on an Ethical or Social Responsibility Scenario
10
Module 4
11
Quiz Reflections 7-1
11
Quiz Reflections 7-2
11
Quiz Reflections 8-1
12
Quiz Reflections 8-2
12
Exercise 7-5 Power, Politics, and Leadership
12
Exercise 8-4 Influence Tactics
13
Module 5
13
Quiz Reflections 9-1
14
Quiz Reflections 9-2
14
Quiz Reflections 10-1
14
Quiz Reflections 10-2
14
Quiz Reflections 10-3…………………………………………………………………………………………………………xx
Exercise 9-4 Team Building
15
Exercise 10-5 Motivation Observation Exercise
15
Module 6
16
Quiz Reflections 11-1
17
Quiz Reflections 12-1
17
Quiz Reflections 12-2
17
Quiz Reflections 12-3
17
Exercise 11-4 My Creative and Innovative Ideas
17
Exercise 12-4 How Well Do I Communicate to Others?
18
Module 7
X
Quiz Reflections 13-1
X
Quiz Reflections 13-2
X
Quiz Reflections 14-1
X
Quiz Reflections 14-2
X
Exercise 13-3 Opportunity to Think Strategically
X
Exercise 14-3 Cross-Cultural Leadership
X
Module 8
X
Quiz Reflections 15-1
X
Quiz Reflections 15-2
X
Exercise 15-2 My Leadership Portfolio
X
Final Reflections
X
References
20
Attachments
21
Resume
21
Quiz Results
24Personal Mission Statement
“I intend to become a well-respected corporate professional."
My personality is determined and guided by my personal mission statement “I intend to become a well-respected corporate professional.” This is my main goal in life and is indicated by the demanding pressures of the corporate world that require an individual to be sharp and well focused. The mission statement is personal and reflects on my leadership qualities that have been analyzed using the self-assessment and self-awareness test.
Weekly Self Assessments and Leadership Skill-Building Exercises
Module 1 2
Quiz Reflection 1-1: Readiness for the leadership role
I managed to score 95, which mean that I have got high readiness for a role in leadership. This was made possible by the fact that I am a skilled negotiator, a motivator and a figurehead in what I aspire to do.
Quiz Reflection 1-2: leadership Experience Audit
In my leadership experience, I have been privileged to hold a position of leadershi.
Your LSI Styles ProfileThe raw and percentile scores in the tabl.docxdanielfoster65629
Your LSI Styles Profile
The raw and percentile scores in the table below and the extensions on the circumplex shown below depict your perceptions of how you think and behave.
The CONSTRUCTIVE Styles (11, 12, 1, and 2 o'clock positions) reflect self-enhancing thinking and behavior that contribute to one's level of satisfaction, ability to develop healthy relationships and work effectively with people, and proficiency at accomplishing tasks.
The PASSIVE/DEFENSIVE Styles (3, 4, 5, and 6 o'clock positions) represent self-protecting thinking and behavior that promote the fulfillment of security needs through interaction with people.
The AGGRESSIVE/DEFENSIVE Styles (7, 8, 9, and 10 o'clock positions) describe self-promoting thinking and behavior used to maintain status/position and fulfill security needs through task-related activities.
Position
Style
Score
Percentile
1
Humanistic-Encouraging
23
14
2
Affiliative
29
46
3
Approval
22
88
4
Conventional
21
87
5
Dependent
24
91
6
Avoidance
23
99
7
Oppositional
13
81
8
Power
20
93
9
Competitive
20
84
10
Perfectionistic
19
44
11
Achievement
23
21
12
Self-Actualizing
20
21
The raw scores potentially range from 0 to 40. The percentile scores represent your results compared to those of 9,207 individuals who previously completed the Life Styles Inventory. For example, a percentile score of 75 means that you scored higher along a particular position than 75% of the other respondents in the sample and, in turn, indicates that the style represented by that position is strongly descriptive of you. In contrast, a score of 25 means that you scored higher than only about 25% of the other respondents and therefore indicates that the style represented by that position is not very descriptive of you.Your LSI Styles Circumplex
For detailed descriptions of each of these 12 styles,click on the circumplex graphic in each of the 12 sections.
Examining your Circumplex
To accurately interpret your LSI results, it is important for you to consider your score on each style in terms of its range (high, medium, or low) on the profile. The three ranges correspond to the percentile points in the circumplex and in the table above.
Life Styles Inventory (LSI)
SAJJATREE TRIPITAK
[email protected]
MGMT 591: Leadership and Organizational Behavior
Professor Frank Readus
01/18/2015
Personal Thinking Styles
The LSI chart shows that my primary thinking style is avoidance (raw 25, 99%) and
dependent (raw 32, 99%). People inavoidance style usually like to avoid making
decisions and leave them to others. The commitment would be their difficulty in
management and leadership. I kind of agree with that because I do pay most
attentions to my own concerns and most likely ignore others; however, I disagree
with that it is difficult to forgive myself after making mistakes because mistakes don’t take me down for a long time and I would like to do whatever it needs to correct the issues. Other than avoid.
Sample Items From the Multifactor Leadership (Transformational Le.docxjeffsrosalyn
Sample Items From the Multifactor Leadership (Transformational Leadership questionnaire)
Questionnaire (MLQ) Form 5X-Short
These questions provide examples of the items that are used to evaluate
leadership 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 2 = Sometimes 3 = Fairly 4 = Frequently,
at all a while often if not always
Transformational Leadership Styles
Idealized Influence I go beyond self-interest for the good 0 1 2 3 4
(Attributes) of the group.
Idealized Influence I consider the moral and ethical 0 1 2 3 4
(Behaviors) consequences of decisions.
Inspirational I talk optimistically about 0 1 2 3 4
Motivation the future.
Intellectual I reexamine critical assumptions 0 1 2 3 4
Stimulation to question whether they
are appropriate.
Individualized I help others to develop 0 1 2 3 4
Consideration their strengths.
Transactional Leadership Styles
Contingent Reward I make clear what one can expect 0 1 2 3 4
to receive when performance
goals are achieved.
Management by I keep track of all mistakes. 0 1 2 3 4
Exception: Active
Passive/Avoidant Leadership Styles
Management by I wait for things to go wrong before 0 1 2 3 4
Exception: Passive taking action.
Laissez-Faire I avoid making decisions. 0 1 2 3 4
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 writing
the number from the scale below that you feel most accurately characterizes
your response to the statement.
Key: 1 = Strongly 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly
disagree agree
1. I can list my three greatest weaknesses. 1 2 3 4 5
2. My actions reflect my core values. 1 2 3 4 5
3. I seek others’ opinions before making up my own mind. 1 2 3 4 5
4. I openly share my feelings with others. 1 2 3 4 5
5. I can list my three greatest strengths. 1 2 3 4 5
6. I do not allow group pressure to control me. 1 2 3 4 5
7. I listen closely to the ideas of those who disagree with me. 1 2 3 4 5
8. I let others know who I truly am as a person. 1 2 3 4 5
9. I seek feedback as a way of understanding who I really am 1 2 3 4 5
as a person.
10. O ther people know where I stand on controversial issues. 1 2 3 4 5
11. I do not emphasize my own point of view at the expense 1 2 3 4 5
of others.
12. I rarely present a “false” front to others. 1 2 3 4 5
13. I accept the feelings I have about myself. 1 2 3 4 5
14. My morals guide what I do as a leader. 1 2 3 4 5
15. I listen very carefully to the ideas of others before 1 2 3 4 5
making decisions.
16. I admit my mistakes to others. 1 2 3 4 5
Scoring
1. S um the response.
Leadership A Transferrable Skill - Part DSelf-Reflected Summary.docxsmile790243
Leadership: A Transferrable Skill - Part D
Self-Reflected Summary of Current Leadership Strengths and Development Needs (16% of project grade)
Employers are very interested in an applicant’s ‘people skills’ such as communication, interpersonal abilities, multi-culture sensibility, teamwork, and leadership. These are considered transferrable skills (applicable to any job, in any company, in any industry). Because your education/degree is generally proof of your technical skills, interviewers will generally ask a few, very direct questions (easily answered) about what you can actually do; and many, indirect and obtuse questions (harder to answer) about your people skills and personal attributes (integrity, dependability, etc.). Often these questions are direct, and ask you to state and explain your ‘strengths and weaknesses’ – so – the smart (and well-prepared) interviewee has already thought about how to answer this question.
Overview of Individual Project Part D – Self-Reflected Summary
The purpose of Part D is to assist you in not only answering the tough interview questions (what are your strengths and weaknesses) but in also phrasing your answers to highlight your leadership skills and abilities (a transferrable skill that every business organization needs).
To this end, Part D consists of completing a final insight/self-assessment (located at the end of this document); taking a second look at your Part B and the previous fifteen (15) insight assessments; and then submitting a 2-4 page reflective summary of your leadership orientation, your 3 or 4 current leadership strengths, and your 2 or 3 leadership skills, abilities, and/or traits that you believe you need to further develop to become an effective leader.
Explanation of Requirements and Evaluation Criteria for Part D
1. IMPORTANT – go back and re-read the twelve (12) reflective summaries you have submitted for the (15) insight assessments you should have completed for Part A (each insight was related to a different leadership competency and/or aspect of leadership) and the assessments and summary of your Part B (the summary was used to identify your current leadership strengths and development needs).
2. Then complete Insight 12.3 (located at the end of this document) assessment tool and reflect upon what it tells you about your leadership orientation and potential strengths-weaknesses as an effective leader.
3. Based upon all of your reflections, write a 2 - 4 page, double-line spaced summary in 12 pt. Times New Roman font, with the bolded title of Reflective Overview of My(meaning your)Leadership Skills and Abilities, followed by you name on the next line. Your summary should provide the reader (meaning the instructor) an overall picture/explanation of your current leadership strengths (3 or 4) and the areas/competencies you feel require further development (2 or 3).
4. Submit to appropriate drop box before the due date and time listed on the class schedule.
NO LATE SUBMISS ...
Discussion Board Forum RepliesIn ModulesWeeks 2, 4, 6, and 8 y.docxedgar6wallace88877
Discussion Board Forum Replies:
In Modules/Weeks 2, 4, 6, and 8 you will be required to post a substantive reply of at least 250 words each to a minimum of 3 classmates’ threads. Expect to enter on-going dialogues with your classmates and be prepared to answer questions about your own selected topics. Student interaction on the Discussion Board is the key to success in this course.
1. You must use at least 1 peer-reviewed reference (not used in the original posting) in your response.
1. Use 3rd person.
1. Do not simply revisit what was discussed in the thread.
1. Only the substantive part of the response will be counted toward the word count.
Discussion Post 1 Please reply with 250 or more for each reply please read instructions above.
Discussion Board Thread
Re: Transactional Leadership
Definition:
According to Organizational Management & Leadership: A Christian Perspective the definition of transactional leaders is “Transactional leaders lead by understanding the underlying principles of management and then applying those principles in the workplace; a transactional leader will guide followers to achieve organizational goals. Transactional leaders guide and motivate their followers in the direction of establish goals by clarifying roles and task requirements.”
Satterlee, A. (2013). Organizational Management & Leadership: A Christian Perspective. Raleigh, NC: Synergistics International.
Summary:
Dr. Rabindra Kanungo is currently part of the Faculty of Management at McGill University in Montreal, Quebec. He has been published numerous times and is involved with many research projects concerning work attitudes, work motivation and alienation, and leadership. Dr. Kanungo’s article Ethical Values of Transactional and Transformational Leader’s explores the ethics base for both types of leadership. According to Dr. Kanungo, there is already research that suggests that transformational leadership is based on moral foundation, but he suggests that transactional leadership is based on its own moral foundation from a different perspective. He explains that transactional and transformational leadership can be divided into two different types of moral perspectives: teleological and deontological. The teleological perspective of transactional leadership is more idiocentric or self-centric. It is based more on situational ethics and the ends justifying the means. Transformational leadership has a more deontological perspective which is allocentric or socio-centric. This type of leadership cares about the people involved and is based more on principle based ethics. Dr. Kanungo details how each type of leadership can be viewed as moral from the different perspectives. Transactional leadership act can be viewed as moral if both parties in a contract benefit or a majority benefits. Transformational leadership act would be considered moral if the intentions are altruistic.
Discussion:
No one can deny that ethics in business practices an.
Discussion Board Forum RepliesIn ModulesWeeks 2, 4, 6, and 8 y.docxduketjoy27252
Discussion Board Forum Replies:
In Modules/Weeks 2, 4, 6, and 8 you will be required to post a substantive reply of at least 250 words each to a minimum of 3 classmates’ threads. Expect to enter on-going dialogues with your classmates and be prepared to answer questions about your own selected topics. Student interaction on the Discussion Board is the key to success in this course.
1. You must use at least 1 peer-reviewed reference (not used in the original posting) in your response.
1. Use 3rd person.
1. Do not simply revisit what was discussed in the thread.
1. Only the substantive part of the response will be counted toward the word count.
Discussion Post 1 Please reply with 250 or more for each reply please read instructions above.
Discussion Board Thread
Re: Transactional Leadership
Definition:
According to Organizational Management & Leadership: A Christian Perspective the definition of transactional leaders is “Transactional leaders lead by understanding the underlying principles of management and then applying those principles in the workplace; a transactional leader will guide followers to achieve organizational goals. Transactional leaders guide and motivate their followers in the direction of establish goals by clarifying roles and task requirements.”
Satterlee, A. (2013). Organizational Management & Leadership: A Christian Perspective. Raleigh, NC: Synergistics International.
Summary:
Dr. Rabindra Kanungo is currently part of the Faculty of Management at McGill University in Montreal, Quebec. He has been published numerous times and is involved with many research projects concerning work attitudes, work motivation and alienation, and leadership. Dr. Kanungo’s article Ethical Values of Transactional and Transformational Leader’s explores the ethics base for both types of leadership. According to Dr. Kanungo, there is already research that suggests that transformational leadership is based on moral foundation, but he suggests that transactional leadership is based on its own moral foundation from a different perspective. He explains that transactional and transformational leadership can be divided into two different types of moral perspectives: teleological and deontological. The teleological perspective of transactional leadership is more idiocentric or self-centric. It is based more on situational ethics and the ends justifying the means. Transformational leadership has a more deontological perspective which is allocentric or socio-centric. This type of leadership cares about the people involved and is based more on principle based ethics. Dr. Kanungo details how each type of leadership can be viewed as moral from the different perspectives. Transactional leadership act can be viewed as moral if both parties in a contract benefit or a majority benefits. Transformational leadership act would be considered moral if the intentions are altruistic.
Discussion:
No one can deny that ethics in business practices an.
Unit 9 AssignmentFinal personal leadership portraitTeresa A Jor.docxmarilucorr
Unit 9 Assignment/Final personal leadership portrait
Teresa A Jordan
PSL7010
Professor Michael Webb
· Final Personal Leadership Portrait
Your last project assignment, Final Personal Leadership Portrait, is due at the end of this unit. You will synthesize all aspects of leadership and communication that you have examined and discussed in the course and analyze your own leadership qualities to create a portrait of the effective public service leader you aspire to be.
Since this assignment requires you to develop a self-portrait, you may write this paper in first-person voice. Note:It is very important for your academic development that you recognize that writing in the first person is not usually acceptable in academic papers. However, given the nature of this assignment, it has been deemed appropriate to make an exception here. Please remember that the third-person voice is the universal norm in academic writing. You should always exercise careful consideration before departing from this norm.
Your course project must be completed in its entirety. By now, you have received feedback from your Writing Coach and your instructor, which you should incorporate into this revised assignment.
Refer to the results of the Multifactor Leadership Questionnaire (MLQ) and the communication style self-assessment you completed in Units 1 and 2. Be sure to review and use the Writing Coach and Instructor feedback you received on your previous assignments as well:
· Unit 3: Communication and Organizational Effectiveness.
· Unit 5: Communicating and Leading for Change and Innovation.
· Unit 6: Developing Ethical and Authentic Leadership Behavior.
· Unit 7: Draft of Personal Leadership Portrait assignments.
For this assignment:
· Analyze one or more leadership styles and corresponding leadership theories based on the unit readings and your MLQ assessment results that you believe best align with personal leadership effectiveness.
I will like to focus the leadership style on an innovation leader and the transformational leader, and please use leadership theories on these types of leaders. You can just focus on the leadership style I possess which is transformational leader.
In the beginning of this course, I consider myself a democratic/participative leader, who would ideally like to become a transformational leader. This is the type of leader that is able to motivate others to become more or do more than they intended. This leader sets challenging expectations and higher performance. I believed that since this course starts I am more of a transformational leader, but also participative. The MLQ assessment shows me as a transformational leader.
Analyze one or more communication styles based on the unit readings and the results of your communication style self-assessment that you believe best align with personal communication effectiveness. There are various communication strategies for relaying information. Information can be conveyed verbally, nonverbally, or ...
Environmental Migration in the Anthropocene: Perspectives on the Relocation o...Olivier Serrat
Climate change is a driver of human mobility: it is expected to increase the displacement of populations. This presentation casts environmental and socio-economic perspectives on the relocation of Indonesia's capital city from Java to eastern Borneo, the first instance of large-scale, anticipatory, and managed environmental migration in the Anthropocene.
Leading Organizations of the Future: A New Framework.pdfOlivier Serrat
Leading Organizations of the Future: A New Framework (Serrat, 2023) shows how organizations can configure to requisite order with greater collective intelligence in an increasingly complex world.
Lake Chad is a biological hotspot and a source of food and water for millions of people in Central Africa. Lake Chad has shrunk by more than nine-tenths since the mid-1960s because of water diversion, population growth, and climate change. This presentation considers the issues facing Lake Chad and tables a daring proposal to safeguard it.
This presentation underscores the originality of The Epic of Gilgamesh and highlights the influence of its heroic themes on epic poetry through the ages, notably with respect to the character of Achilles in The Iliad by Homer. The presentation draws attention to the richness of the storyline in The Epic of Gilgamesh with respect to Booker's (2004) seven "basic stories".
Leading Organizations of the Future: Oral DefenseOlivier Serrat
This presentation showcases qualitative, exploratory research on Leading Organizations of the Future. The presentation particularizes the problem statement, purpose of the study, research question, conceptual framework, review of the literature, research methodology and design, ethical assurances, pilot testing, population and sample, instrumentation and study procedure, research sub-questions and interview questions, data analysis and results, interpretation of findings, recommendations, limitations, implications, and conclusions.
Leading Organizations of the Future: A Dissertation ProposalOlivier Serrat
This presentation outlines a research proposal for a qualitative dissertation on Leading Organizations of the Future. The major components of the proposal are a detailed statement of the problem to be studied and the context in which it is to be seen, a thorough review of the pertinent literature, and details of the overall design of the study.
Digital Solutions: Reframing Leadership (Serrat, 2023) reflects on the pervasive use of technology in organizations and what it means to lead in the digital age.
Leading Solutions: Essays in Business PsychologyOlivier Serrat
Leading Solutions: Essays in Business Psychology (Serrat, 2021) gives readers an unusually accessible, critical, and engaging take on what leadership means. In the form of précis—concise statements of essential points—the book combines rounded explanations of theory with article reviews, case studies, development plans, field observations, group work, journal entries, "lived" experience, proposals, reflections, scholarly arguments, self-assessments, and 360-degree feedback to shine exceptional insight into the reality and successful practice of leadership, today and tomorrow. This book's wealth of thoughtful content makes it particularly useful to those contemplating postgraduate degrees in organizational leadership and a top-notch addition to any business library.
The Global Compact, Human Rights, and Nike, Inc.Olivier Serrat
Focusing on human rights, this presentation uses a critical psychology lens to articulate the business case for an action plan to imbed the Global Compact in the strategies and operations of Nike, Inc., with an eye to engaging its contract factories. The action plan integrates best practices proposed by the Global Compact. Because of their ambitious scope, critical psychology approaches often suffer from lack of opportunity for practical applications. Notwithstanding, this presentation highlights the theory's undoubted usefulness in the context of the Global Compact.
Minority Population Analysis: The Aeta of the PhilippinesOlivier Serrat
This presentation uses a critical psychology lens for minority population analysis. Specifically, the presentation characterizes indigenous peoples and their vulnerability; researches the treatment of the Aeta, an indigenous people living in the mountainous areas of Luzon in the Philippines; and reflects on their experience of domination, marginalization, and exploitation.
Ethics at the Movies: Erin Brockovich (2000)Olivier Serrat
Referring to Erin Brockovich (2000), a biographical film featuring Julia Roberts, this presentation reviews the respective contributions that stakeholder analysis, conflict of interest analysis, cost–benefit analysis, case study analysis, and ethical decision-making frameworks can make to the exploration of business ethics.
This presentation maps out Gandhi's life story; singles out the life-markers that encouraged a constant process of reflection–action–reflection and framed his values; and proposes that stewardship, obligation, partnership, emotional healing, and elevating purpose characterized his servant leadership. Gandhi took on an empire with the ethics of truth-telling: his story is timeless in its courage and inspiration and lessons from his contributions to ethical behavior and strong influence on social responsibility are not wanting.
This presentation outlines a business proposal for idealized design of virtual teaming at General Electric, a multinational conglomerate that employs more than 313,000 employees around the world and so faces the challenge of synergizing a dispersed workforce.
Dell Inc.: A 2019 World's Most Ethical Companies HonoreeOlivier Serrat
The Ethisphere Institute is a player in the increasingly crowded field of business ethics ratings. In 2019, Dell Inc. was recognized as one of 128 honorees of Ethisphere's World's Most Ethical Companies awards, which spanned 50 industries in 21 countries. This presentation reviews the World's Most Ethical Companies awards and comments on Dell Inc.'s Social Impact Plan for 2030.
This mini-lecture makes out the fundamental differences between groups and various kinds of teams; specifies the rationale for team formation and notes what important outcomes are typically expected from performing teams; singles out common recommendations (and recognized pitfalls) on the subject of teams; and isolates two perspectives to enrich understanding of teams and how they might be primed.
MediSys Corp.: The IntensCare Product Development TeamOlivier Serrat
This presentation provides an up-close examination of MediSys Corp. and its contextual conditions and tables recommendations to resolve the problems affecting the IntensCare project and safeguard MediSys Corp.'s future.
Independent Evaluation for Learning: Toward Systemic ChangeOlivier Serrat
At the request of shareholders, evaluation studies focus on accountability (and hence provide for command, control, and finger-pointing); they do not serve as an important foundation of learning organizations.
Knowledge must be at the center of everything the International Centre for Integrated Mountain Development does and knowledge is most valuable when it is actually used—not just identified, created, stored, or shared. A hypothetical diagnosis of ICIMOD's purpose, structure, relationships, rewards, leadership, and helpful mechanisms combined with an organizational culture assessment suggested that a "preferred" culture of adhocracy might drive higher effectiveness.
Designing an Effective Knowledge Partnership ProcessOlivier Serrat
Knowledge partnerships are about joint purpose in the identification, creation, storage, sharing, and use of knowledge; sadly, the state of the art in creating, managing, monitoring, and evaluating them remains immature.
In 2012, The New York Times (Dementia Behind Bars, 2012) wrote that "… the prison system [in the United States] could soon find itself overwhelmed with chronic medical needs". This presentation goes over the main points of this societal area.
Senior Project and Engineering Leader Jim Smith.pdfJim Smith
I am a Project and Engineering Leader with extensive experience as a Business Operations Leader, Technical Project Manager, Engineering Manager and Operations Experience for Domestic and International companies such as Electrolux, Carrier, and Deutz. I have developed new products using Stage Gate development/MS Project/JIRA, for the pro-duction of Medical Equipment, Large Commercial Refrigeration Systems, Appliances, HVAC, and Diesel engines.
My experience includes:
Managed customized engineered refrigeration system projects with high voltage power panels from quote to ship, coordinating actions between electrical engineering, mechanical design and application engineering, purchasing, production, test, quality assurance and field installation. Managed projects $25k to $1M per project; 4-8 per month. (Hussmann refrigeration)
Successfully developed the $15-20M yearly corporate capital strategy for manufacturing, with the Executive Team and key stakeholders. Created project scope and specifications, business case, ROI, managed project plans with key personnel for nine consumer product manufacturing and distribution sites; to support the company’s strategic sales plan.
Over 15 years of experience managing and developing cost improvement projects with key Stakeholders, site Manufacturing Engineers, Mechanical Engineers, Maintenance, and facility support personnel to optimize pro-duction operations, safety, EHS, and new product development. (BioLab, Deutz, Caire)
Experience working as a Technical Manager developing new products with chemical engineers and packaging engineers to enhance and reduce the cost of retail products. I have led the activities of multiple engineering groups with diverse backgrounds.
Great experience managing the product development of products which utilize complex electrical controls, high voltage power panels, product testing, and commissioning.
Created project scope, business case, ROI for multiple capital projects to support electrotechnical assembly and CPG goods. Identified project cost, risk, success criteria, and performed equipment qualifications. (Carrier, Electrolux, Biolab, Price, Hussmann)
Created detailed projects plans using MS Project, Gant charts in excel, and updated new product development in Jira for stakeholders and project team members including critical path.
Great knowledge of ISO9001, NFPA, OSHA regulations.
User level knowledge of MRP/SAP, MS Project, Powerpoint, Visio, Mastercontrol, JIRA, Power BI and Tableau.
I appreciate your consideration, and look forward to discussing this role with you, and how I can lead your company’s growth and profitability. I can be contacted via LinkedIn via phone or E Mail.
Jim Smith
678-993-7195
jimsmith30024@gmail.com
Artificial intelligence (AI) offers new opportunities to radically reinvent the way we do business. This study explores how CEOs and top decision makers around the world are responding to the transformative potential of AI.
The case study discusses the potential of drone delivery and the challenges that need to be addressed before it becomes widespread.
Key takeaways:
Drone delivery is in its early stages: Amazon's trial in the UK demonstrates the potential for faster deliveries, but it's still limited by regulations and technology.
Regulations are a major hurdle: Safety concerns around drone collisions with airplanes and people have led to restrictions on flight height and location.
Other challenges exist: Who will use drone delivery the most? Is it cost-effective compared to traditional delivery trucks?
Discussion questions:
Managerial challenges: Integrating drones requires planning for new infrastructure, training staff, and navigating regulations. There are also marketing and recruitment considerations specific to this technology.
External forces vary by country: Regulations, consumer acceptance, and infrastructure all differ between countries.
Demographics matter: Younger generations might be more receptive to drone delivery, while older populations might have concerns.
Stakeholders for Amazon: Customers, regulators, aviation authorities, and competitors are all stakeholders. Regulators likely hold the greatest influence as they determine the feasibility of drone delivery.
Oprah Winfrey: A Leader in Media, Philanthropy, and Empowerment | CIO Women M...CIOWomenMagazine
This person is none other than Oprah Winfrey, a highly influential figure whose impact extends beyond television. This article will delve into the remarkable life and lasting legacy of Oprah. Her story serves as a reminder of the importance of perseverance, compassion, and firm determination.
The Team Member and Guest Experience - Lead and Take Care of your restaurant team. They are the people closest to and delivering Hospitality to your paying Guests!
Make the call, and we can assist you.
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W.H.Bender Quote 65 - The Team Member and Guest Experience
Reflections on a Multifactor Leadership Questionnaire 360 Leader's Report
1. Reflections on a Multifactor Leadership
Questionnaire 360 Leader's Report
Olivier Serrat
2020
2. The Full Range Leadership Model: Three Leadership Styles
Avolio and Bass (1991) introduced the Full Range Leadership Model to shine light on the
ability and behavior of leaders in different work situations. The model owes much to Burns's
(1978) trait-based approach to leadership, from whose work Bass (1985) drew heavily.
The Full Range Leadership Model condenses all leadership approaches into motivation,
stimulation, and influencing (transformational leadership); management-by-exception and
contingent reward (transactional leadership); and de facto denial of responsibility for
leadership (passive–avoidant or laissez-faire behaviors) (Avolio & Bass, 1991).
The Multifactor Leadership Questionnaire borne out of Avolio and Bass (1991) is used to
assess leadership ability and behavior across many cultures and types of organizations—with
a view to training and coaching but also selection, transfer, and promotion activities—and is
much referenced in organizational studies (Mind Garden, n.d.).
4. My MLQ 360 Leader's Report: Rater Population
Organizational
Level
Number of Raters Gender
Male Female
Above 2 2 0
Same 4 3 1
Lower 2 0 2
Other 6 3 3
Total 14 8 6
Note. The Multifactor Leadership Questionnaire survey was launched in the second week of May 2020. My MLQ 360
Leader's Report was issued on May 19, 2020. Ten of the 14 raters are former colleagues, associated with my work in
environmental management, evaluation, information and communication technology, project design and administration,
public relations, and strategic planning; one worked with me from a different organization; and three are students at
The Chicago School of Professional Psychology.
5. My MLQ 360 Leader's Report: Summation (1)
All the aggregates scores for transformational leadership in my MLQ 360 Leader's
Report were above the ideal frequency by 0.2–0.4 points.
The aggregate score for constructive transactional leadership is above the ideal
frequency range by 0.3 points.
The aggregate core for corrective transactional leadership is outside the ideal
frequency range by only 0.1 points.
All aggregate scores for passive–avoidant behaviors are within the ideal
frequency range.
The aggregate scores for outcomes of leadership are below the ideal frequency
range by 0.3 points in two out of three scales. My MLQ 360 Leader's Report does
not flag this as an area for development but the matter assuredly demands
attention in the future.
6. My MLQ 360 Leader's Report: Summation (2)
Feedback from raters at same (aka Same) and lower (aka Lower) organizational
levels, or 10 of 14 individuals who took part in the survey and offered feedback,
is here and there higher, sometimes by as much as 0.6 points, than that of raters at
higher (aka Above) and other (aka Other) organizational levels.
The aggregate scores recorded in my MLQ 360 Leader's Report show that my
behaviors as perceived by the raters are in every instance higher than the
universal norm (N=3,755). Even so, my MLQ 360 Leader's Report flags two areas
for development.
My MLQ 360 Leader's Report does not suggest areas that the raters but not I see
leadership strengths in. That said, I deemed myself—across all scales—as being
stronger than my raters see me. "Ambition is not what man does … but what man
would do," Robert Browning was reinterpreted as saying. Then again, one should
not hang on miracles.
7. My MLQ 360 Leader's Report: Aggregate Scores
Category Scale Score (Rater's Average) Ideal Frequency
Transformational Leadership* Builds Trust 3.3 ≥3.0
Acts with Integrity 3.3 ≥3.0
Encourages Others 3.4 ≥3.0
Encouraged Innovative
Thinking
3.4 ≥3.0
Coaches & Develops People 3.2 ≥3.0
Transactional Leadership Rewards Achievement 3.3 2.0 – 3.0
Monitors Deviations & Mistakes 2.1 1.0 – 2.0
Passive–Avoidant Behaviors Fights Fires 0.5 0.0 – 1.0
Avoids Involvement 0.1 0.0 – 1.0
Outcomes of Leadership Generates Extra Effort 3.2 ≥3.5
Is Productive 3.2 ≥3.5
Generates Satisfaction 3.5 ≥3.5
* The average score of my transformational leadership is 3.3. Note. 0.0 = Not at all; 1.0 = Once in a while; 2.0 =
Sometimes; 3.0 = Fairly often; 4.0 = Frequently, if not always.
8. My MLQ 360 Leader's Report: Feedback by Rater Level
Category Scale Score
(Rater's
Average)
Above Same Lower Other
Transformational
Leadership
Builds Trust 3.3 2.9 3.4 3.4 3.2
Acts with Integrity 3.3 3.0 3.6 3.6 3.2
Encourages Others 3.4 3.5 3.5 3.4 3.3
Encouraged Innovative Thinking 3.4 3.4 3.6 3.3 3.3
Coaches & Develops People 3.2 2.7 3.4 3.4 3.1
Transactional Leadership Rewards Achievement 3.3 3.3 3.4 3.5 3.1
Monitors Deviations & Mistakes 2.1 2.0 2.6 2.3 1.7
Passive–Avoidant
Behaviors
Fights Fires 0.5 0.5 0.4 0.5 0.6
Avoids Involvement 0.1 0.4 0.1 0.0 0.1
Outcomes of Leadership Generates Extra Effort 3.2 2.2 3.5 4.0 3.1
Is Productive 3.2 2.3 3.5 3.4 3.3
Generates Satisfaction 3.5 3.0 3.6 3.5 3.5
Note. 0.0 = Not at all; 1.0 = Once in a while; 2.0 = Sometimes; 3.0 = Fairly often; 4.0 = Frequently, if not always.
9. My MLQ 360 Leader's Report: Style Strengths*
Score (Rater's
Average)
Scale Item
3.9 Encourages Others I articulate a compelling vision of the future.
3.9 Encourages Others I talk enthusiastically about what needs to be accomplished.
3.6 Encourages Innovative Thinking I get others to look at problems from many different angles.
3.6 Acts with Integrity I consider the moral and ethical consequences of decisions.
3.6 Builds Trust I act in ways that build others' respect for me.
3.5 Encourages Innovative Thinking I re-examine critical assumptions to question whether they are
appropriate.
3.4 Encourages Others I express confidence that goals will be achieved.
3.4 Encourages Innovative Thinking I suggest new ways of looking at how to complete assignments.
3.4 Coaches & Develops People I treat others as individuals rather than just as members of the
group.
3.4 Builds Trust I go beyond self-interest for the good of the group.
* These style strengths cut across all five scales of transformational leadership. Note. 0.0 = Not at all; 1.0 = Once in
a while; 2.0 = Sometimes; 3.0 = Fairly often; 4.0 = Frequently, if not always.
10. My MLQ 360 Leader's Report: Areas for Development
Score (Rater's
Average)
Scale Item
2.3 Encourages Others* I talk optimistically about the future.
2.8 Builds Trust I instill pride in others for being associated with me.
3.0 Encourages Innovative Thinking I seek differing perspectives when solving problems.
3.1 Coaches & Develops People I spend time teaching and coaching.
3.1 Coaches & Develops People I help others to develop their strengths.
3.1 Acts with Integrity I emphasize the importance of having a collective sense of mission.
3.1 Builds Trust I display a sense of power and confidence.
3.3 Coaches & Develops People I consider each individual as having different needs, abilities, and
aspirations from others.
3.4 Acts with Integrity** I talk about my most important values and beliefs.
3.4 Acts with Integrity** I specify the importance of having a strong sense of purpose.
* My MLQ 360 Leader's Report identified that the highest strengths relate to (a) Scale: Encourages Others: I
articulate a compelling vision of the future; and (b) Scale: Encourages Others: I talk enthusiastically about what needs
to be accomplished. ** Oddly, the scores for these two scales are equal to the two lowest scores in my style strengths.
Note. 0.0 = Not at all; 1.0 = Once in a while; 2.0 = Sometimes; 3.0 = Fairly often; 4.0 = Frequently, if not always.
11. My MLQ 360 Leader's Report: Rater Feedback to Open-
Ended Questions (1)
I found unexpected value in the rater feedback to open-ended questions. Pell-mell, some
advice was to:
• "Be a better listener, be less intense".
• "Don't try to be right all the time and try different, less confronting pathways to achieve
your goal[s]".
• "[Be] more understanding of those who may not meet [your] own productivity standards,
more empathetic, and less inclined to criticize or draw attention to weaknesses".
• "[Be] more inclusive, accepting other people's limits".
• "Tak[e] on board the views of supervisors".
References to "Perfectionism" and "Intolerance or lack of understanding of those who fail to
satisfy his high standards" cropped up too, with words of caution about:
• "Occasionally applying to others the sometimes unrealistically high expectations [I have
of myself]".
12. My MLQ 360 Leader's Report: Rater Feedback to Open-
Ended Questions (2)
I probably need to manage "upwards" better: rater feedback to open-ended questions drew
attention to:
• "[My] tendency to assume everyone understands [me]".
• "Assumptions that everyone understands the nuances of what [I] try to implement".
• "[My] relationship with authority".
• [The fact that] "[C]onfrontation is not always the right path. Build more coalitions. Don't
theorize too much but stay practical".
Common themes in rater feedback on what was admired were confidence, dedication, moral
standards, passion, self-reflection, tenacity, transparency, trustworthiness, and vision and
strategy. Here is one representative example of a repartee:
• "Strong vision of the future, strong intuition and tension to accomplishment".
13. My MLQ 360 Leader's Report: Individual Planning & Goal
Setting (1)
Scale Score
(Rater's Average)
Item Outcome
Encourages Others 2.3 I talk optimistically
about the future.
My associates are motivated by meaning
and challenge.
Changing Myself:
• Communicate a clear scenario of the organization's potential.
• Create a positive and enthusiastic work climate that will energize associates.
• Speak openly about the kinds of rewards I receive from my job.
• Expect resistance to change: anticipating this normal reaction, I will include requisite strategies in the
change process.
• Frequently consider how what I am doing now and plan to do in the future may affect associates.
• Talk about the future.
• Volunteer to lead and help to motivate a group that is struggling with low morale.
• Respond to challenges with optimism and show energy to get them solved. (Bass & Avolio, 2015)
14. My MLQ 360 Leader's Report: Individual Planning & Goal
Setting (2)
Scale Score
(Rater's Average)
Item Outcome
Encourages Others 2.3 I talk optimistically
about the future.
My associates are motivated by meaning
and challenge.
Changing How I Relate to Others:
• Communicate clearly with associates and define changes that are being planned.
• Work to encourage the commitment of associates to the organization.
• Build the expectation among associates that money is not the only recognition for high performance.
• Meet with associates to point up how their inputs help deliver the goals of the organization.
• Help associates maintain enthusiasm for their jobs by being enthusiastic myself.
• Motivate employees to take on added responsibility to develop and use their skills to fullest potential.
• Offer support and advice to associates when they are faced with obstacles.
• Recognize early successes, respond with encouragement, and showcase the achievements of my work
unit. (Bass & Avolio, 2015)
15. My MLQ 360 Leader's Report: Individual Planning & Goal
Setting (3)
Scale Score
(Rater's Average)
Item Outcome
Builds Trust 2.8 I instill pride in
others for being
associated with me.
My associates have a positive, team-
oriented approach.
Changing Myself:
• Become the "best" representative of associates by volunteering for initiatives.
• Be more relaxed so associates do not feel inhibited by my opinions.
• Recall a person from my past (e.g., an athletic coach, a cultural hero, a fictional character, a mentor, a
supervisor, a teacher) who acted admirably in difficult circumstances. Behave as that person would in
my situation.
• Think of people with whom I am proud to be associated and reflect on why I feel that way.
• Whenever I fear I may act inappropriately, I will consider how I would like associates to behave in
similar circumstances and I will model their behavior.
• Upon meeting someone, I will show a friendly face and display an optimistic attitude. (Bass & Avolio,
2015)
16. My MLQ 360 Leader's Report: Individual Planning & Goal
Setting (4)
Scale Score
(Rater's Average)
Item Outcome
Builds Trust 2.8 I instill pride in
others for being
associated with me.
My associates have a positive, team-
oriented approach.
Changing How I Relate to Others:
• Focus still more on the qualities of associates.
• Look for opportunities to build relations with associates (e.g., small talk and informal lunch invitations).
• Recognize associates on the occasion of milestones (e.g., birthdays, project completions, promotions,
and years of service). (Bass & Avolio, 2015)
17. My MLQ 360 Leader's Report: Something to Think About
The issue that principally challenged my thinking is well
encapsulated in Mind Garden's (n.d.) remark that leaders must
manage what others believe as well as the reality. If so, shock,
anger, and rejection are both meaningless and unprofitable; one
had better accept as many of the ratings as one can and
determine a course for action because real hope lies there.
"Criticism may not be agreeable, but it is necessary. It fulfils the
same function as pain in the human body; it calls attention to the
development of an unhealthy state of things. If it is heeded in time,
danger may be averted; if it is suppressed, a fatal distemper may
develop," said Churchill (1939).
18. The Full Range Leadership Model: Caveats (1)
The Multifactor Leadership Questionnaire does not take in other dimensions of leadership (e.g.,
authentic, autocratic, democratic, paternalistic). And, it ignores leadership modes (i.e.,
administrative, enabling, and adaptive) (Uhl-Bien, Marion, & McKelvey, 2007)
Marion and Gonzales (2014) noted the difficulty of spotting pseudo-transformational leaders
who are later found to have worked for their self-interest.
The centered leadership approach advocates that leaders should first lead themselves (Barsh,
Mogelof, & Webb, 2010).
The Multifactor Leadership Questionnaire ignores the interplay between the external
environment and organizational configuration and the impact that has on organizational
culture and related organizational ideology, thence on leadership and associated behaviors.
19. The Full Range Leadership Model: Caveats (2)
The Multifactor
Leadership
Questionnaire
suffers from the
inherent
limitations of
questionnaire
surveys.
Questionnaires are affordable, easy, and practical ways to gather
quantitative data from a large (and often anonymous) audience, data that
one can then—comfortably and without time constraint—analyze,
compare, and contrast with other results to, say, examine trends or devise
strategies.
But, respondent bias can be an issue; respondents may not understand
questions fully, may interpret them differently, or may leave them
unanswered; respondents may not be entirely truthful; questionnaires
cannot capture emotions or feelings; open-ended questions cannot be
quantified and must be reviewed by a person, not an algorithm; survey
fatigue or lack of accessibility can lead to low completion rates; and lack
of personalization can put off potential respondents.
Other personality inventory tools can amplify, counterpoint, and supplement the Multifactor
Leadership Questionnaire.
20. Annex: References (1)
Avolio, B, & Bass, B. (1991). The full range of leadership development: Basic and advanced
manuals. Binghamton, NY: Bass, Avolio, & Associates.
Barsh, J., Mogelof, J., & Webb, C. (2010). How centered leaders achieve extraordinary results.
McKinsey Quarterly, 4, 78–88. Retrieved from https://www.mckinsey.com/featured-
insights/leadership/how-centered-leaders-achieve-extraordinary-results
Bass, B. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.
Bass, B., & Avolio, B. (2015). Multifactor Leadership Questionnaire Leader's Workbook. Mind
Garden, Inc.
Burns, J. (1978). Leadership. New York, NY: Harper and Row.
Churchill, W. (1939, January 7). The British people would rather go down fighting. New
Statesman. Retrieved from https://www.newstatesman.com/archive/2013/12/british-
people-would-rather-go-down-fighting
21. Annex: References (2)
Marion, R., & Gonzales, L. (2014). Leadership in education: Organizational theory for the
practitioner (2nd ed.). Long Grove, IL: Waveland Press.
Mind Garden. (n.d.). Mind Garden: Tools for positive transformation. Retrieved from
https://www.mindgarden.com/
Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting
leadership from the industrial age to the knowledge era. The Leadership Quarterly,
18(4), 298–318.