Leadership and How Each Statement Is True on My Own Behavior, Case Study Example

A path-goal leader is one whose primary function is to make desired and valued rewards available in the place of work. The leader also clarifies for the subordinates the types of behavior that will lead to valued rewards and goal accomplishment. The leader clarifies the paths to take in order to attain a goal. It is believed that these types of leaders have the ability to change their style or behavior in order to meet the demands of a situation at hand. An example would be the way the leader will behave when encountering a new project and a new group of subordinates. The leader may adopt the four kinds of leader behavior when dealing with the situation (Griffin, 2007, p. 334). First, the leader will be directive in outlining and establishing work procedures. Next, the leader will adopt the supportive behavior for foster positive climate and group cohesiveness. The leader would then adopt the participative behavior and finally the achievement-oriented behavior to encourage continued high performance.

The questionnaire of path-goal leadership portrays the kind of leader I am. The leader is said to be possessing strong path-goal leadership styles when they score a 5, which represents often, a 6, which represents usually and a 7, which represents always. The strengths here include:

• I uphold a friendly working relationship with subordinates
• I confer with subordinates when facing a problem
• I listen openly to subordinates’ ideas and propositions
• I act in a conduct that is considerate of subordinates’ personal needs
• I never say things that hurt subordinates’ personal feelings
• I help subordinates overcome problems that stop them from carrying out their tasks

My weaknesses include:

• I hardly ever let subordinates know what is anticipated of them
• I hardly ever inform subordinates about what needs to be done and how it needs to be done
• I hardly ever let the subordinates know that I expect them to perform at their highest level
• I seldom act without consulting my subordinates
• I hardly ask subordinates to follow standard rules and regulations
• I hardly ever set goals for subordinates’ performance that are quite challenging
• I hardly encourage continual improvement in subordinates’ performance
• I hardly explain the level of performance that is expected of subordinates
• I show that I have doubts about subordinates’ ability to meet most objectives
• I occasionally ask subordinates for suggestions on what assignments should be prepared
• I give indistinct explanations of what is anticipated of subordinates on the job
• I hardly set challenging goals for subordinates to attain

From the lists above, it is evident that weaknesses are more than strengths. This is not a good sign for a leader. In order to overcome the weaknesses, I intend to assess carefully the subordinates and their tasks (Northouse, 2009, p. 135). From that, I can be able to select the most appropriate style to apply. The style chosen often helps to build subordinate confidence on the leader.

Skills Inventory

From skills inventory questionnaire, as a leader, I am best suited in the middle level management due to the average scores. This approach has been able to determine my strengths and weakness in a managerial position. Due to high score of technical skills depicts the strength I have as a manager. While the low scores in the human skill component requires great improvement on it as it is a weakness in a managing position. My leadership competencies have been affected by career experiences and environment.

Style Approach

This approach is distinct from the skills and trait approach to leadership. It focuses more on what leaders do and not on who they are. It proposes two primary forms of behaviors (task and relationship) that leaders engage. These are the determinants to leadership’s influence on others. From the score of the questionnaire, it shows that I am a people oriented person more than task oriented. I make my subordinates and coworkers feel comfortable with each other and themselves. This is my greatest strength while I require an improvement on my task behavior to enhance my leadership style.

Leadership Instrument

Situational Leadership

This leadership model proposes to leaders how to behave depending on situational demands. The major strengths of this approach includes; Practicability, recognition as a benchmark for leaders training, flexibility and adaptability, leadership actions to improve their effectiveness.

Situation 1

From the Brief Questionnaire, the Action choice shows a leadership style, which believes in a low in competence and a high in commitment. This response is not a delegated leadership approach. This also shows that the leader focuses on a high directive-high supportive approach. This means that as a leader I cannot accurately diagnose a task situation based on subordinates’ level of development.

Situation 2

The choice of action shows that the approach to take is a low directive-low supportive (S4). For this, the development level becomes low in competence and high in commitment (D1). From this, it is evident that as a leader I am not effective.

Situation 3

The leader has chosen the action (D), which is a low directive-high supportive approach (S3) while the development level is, of a great deal of competence and a high degree of commitment (D4). This shows a weakness in understanding the situations in order to become an effective leader.

Situational 4

From the action chosen (C), the leader has chosen to use the supportive style (S3) which is low directive-high supportive. This means that I have become an effective leader, as I was able to comprehend the situations and offer good leadership style.

LTQ Leadership Trait

Relationships with either a leader or subordinates and the degree to which each of the items relate to my behavior.

A high level of relationship is required between leaders and subordinates under some conditions. The conditions include when high quality decision making is needed, when the acceptance of decisions by subordinates is necessary, when subordinates possess knowledge that augments the knowledge of the leader and when the level of conflict among subordinates with regard to the decision is low. If a leader fosters a good relationship with subordinates, the subordinates will enjoy better and high performance. There will be lower staff turnovers and greater satisfaction with the leaders.

Subordinates better accepts leaders if the leaders involve them in everything they do. They feel satisfied if they perceive that the behavior of their leader is the reason for their current level of satisfaction or is being instrumental in bringing about future satisfaction. They expect that some appropriate effort will lead to effective performance (McKenna, 2000, p. 378). Therefore, the effective performance should lead to the acquisition of acceptable rewards. The behavior of a leader often motivates subordinates, and this increases the effort to put more into the job. This is especially if the subordinates feel that the leader is being supportive. This also applies if they feel that their leader is responsible for creating a situation in which their personal needs are satisfied because of effective performance. The ultimate performance of subordinates is influenced by the leadership style and the motivational disposition adopted by the leader. Subordinates influence the way a leader will behave (Pearce & Conger, 2002, p. 11).

The leader-member exchange theory questionnaire portrays the relationship I have with my leader and or follower. The questionnaire assigns some degree to the responses concerning the relationship. The strengths include:

• I often stand with my leader or follower and I usually take the initiative to know how satisfied the leader or follower is with what I do.
• The leader or follower to some extent understands my jobs problems and needs
• My leader or follower mostly knows and recognizes my potential
• Regardless of how much formal authority my leader or follower has built into his or her position; there are moderate chances that the leader or follower would use his or her power to solve problems at the work place.
• I have enough confidence in my leader or follower that I would protect and validate his or her decision if he or she were not there to do so.
• The working relationship I have with my leader or follower is better than average

The weaknesses include:

• I usually expect to be bailed out by my leader or follower at their expense but there are no chances of such happening.

The strengths are more in this case, which is a very good sign for a leader or follower. This is because good working relationships are recommended if better results are expected. As for my weakness, it is highly unusual to expect someone else to cover for one’s mistakes. Any leader or follower should have a strong sense of obligation and accountability with regard to their work.

LPC Measure

The results collected for the least preferred coworker measure is 77, which shows that it is a high LPC. This means that the individual is considered more association motivated. LPC, as a personality measure is stable over time and are not changed easily.  Under this, contingency theory applies because the leadership research, which focuses on only the leader, shifts to focusing on the leader in conjunction with the circumstances in which the leader operates. By being motivated by relationships, I derive a lot of contentment from interpersonal associations in an organization. I see qualities which are positive in all coworkers including those I least prefer. Due to my high LPC, I attend to tasks having affirmed that people relationships are in good condition.

Transformational Leadership Theory

Multifactor Leadership Questionnaire and a Sense of Own Belief About Leadership

Transformational Leadership Styles

Transformational leaders do more with subordinates than set up simple agreements and exchanges. Their behavior is that of achieving superior results. The leader inspires followers with persuasion and challenges providing both understanding and meaning. The subordinates are stimulated intellectually, expanding the subordinates’ use of abilities. The subordinates are provided with coaching, support and mentoring (Bass & Riggio, 2006, p. 5). The multifactor leadership questionnaire helps in the measurement of each of the transformational leadership components. The components include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration.

Idealized influence means leaders behave in ways that make them role models to the subordinates. The leaders are trusted, admired and respected. Subordinates identify with the leader and want to copy them. Inspirational motivation means leaders behave in a way that inspires and motivates the subordinates by providing challenge and significance to their work. Intellectual stimulation means leaders stimulate the efforts of the subordinates to be creative and innovative (Bass & Riggio, 2006, p. 7). The leader looks at a problem from many angles. Individualized consideration means that leaders pay special attention to each subordinate’s need for growth and achievement by acting as a mentor or coach. The rating of components shows that I have better leadership styles since I am a leader who fairly often has idealized influence, inspirational motivation and intellectual stimulation. The only part that I may have a weakness is the individualized consideration, which is not done frequently.

Transactional Leadership Styles

This type of leadership style occurs when a leader disciplines or rewards subordinates depending on adequate performance portrayed (Bass & Riggio, 2006, p. 8). The leadership style depends on contingent reward or management by exception. Contingent reward inspires others to attain higher levels of performance and development. The leader is clear on the rewards once the expectations are met. It becomes transactional when the rewards are in material form. Management by exception is a form of corrective transaction. It can be either active or passive where the leader can actively monitor the subordinate or wait passively for the results.

The rating shows that I have a weakness in this part. The scores for both contingent reward and management by exception are 2, which represent sometimes in the rating scale. This is because I sometimes make clear what one can expect to receive when performance goals are achieved. I also sometimes keep track of all mistakes. Mistakes should be monitored so that a corrective action is taken immediately before it damages the whole results (Bass & Riggio, 2006, p. 8). Rewards should be made clear so that the subordinates know what they expect at the end of the task. Sometimes leaders prefer this to be a surprise, but consultation should be done with the subordinates.

Passive/Avoidant Leadership Styles

This is the absence or avoidance of leadership. Leaders are very inactive or ineffective. They have this notion that if the subordinates need answers they should find them on their own (Bass & Riggio, 2006, p. 8). I have a weakness here since I wait for things to go erroneous before taking action and I also avoid making decisions.

Authentic Leadership

This is a self-assessment questionnaire. Authentic leaders can be used to create subordinate motivation and commitment to good cause that is beneficial to all. They can be used to manipulate subordinates, as they are concerned with their needs and desires (Bass & Riggio, 2006, p. 14). Subordinates are treated as ends not just the means to an end.

My strengths include:

• I can list my three utmost weaknesses
• My actions reflect my core values
• I can list my three greatest strengths
• I do not allow group pressure to control me
• I let others know who I truly am as a person
• I seek comment as a way of appreciating who I really am as a person
• Other people know where my stand on controversial issues
• I do not give emphasis to my own point of view at the expense of others
• I accept the feelings I have about myself
• My morals guide what I do as a leader
• I listen very carefully to the ideas of others before making decisions
• I admit my mistakes to others

My weaknesses include:

• I do not openly share my feelings with others
• I do not listen closely to ideas of those who disagree with me

The score of my strengths is higher than those of my weaknesses.

Strengths and weaknesses provide a way to evaluate oneself at a given point in time and the enhancement that require to be prepared in the future. Strengths if identified and utilized will help someone succeed as a leader. One has to learn how to manage their weaknesses so that they do not affect the work you do as a leader. Strengths can help a leader uncover opportunities that would not have been noticed in normal circumstances. Understanding weaknesses helps one manage and eliminate threats that might hurt the ability of a leader to move forward. Since I knew my strengths and weaknesses, I have been able to separate myself from distractions and further develop specialized abilities and talents that will help me advance my career. I am able to list my strengths and the benefits and resources I need to exhaust so that I can be objective as I can.

References

Bass, B & Riggio, R, (2006), Transformational leadership, New York: Routledge.

Griffin, R, (2007), Fundamentals of management, New York: Cengage Learning.

McKenna, E, (2000), Business psychology and organizational behavior: A student’s handbook, New York, NY: Psychology press.

Northouse, P, (2009), Leadership: Theory and Practice, London: Sage.

Pearce, C & Conger, J, (2002), Shared leadership: Reframing the hows and whys of leadership, London: Sage.