LEADER EFFECTIVENESS AND ADAPTABILITY DESCRIPTION (LEAD) by Paul Hersey and Kenneth I. Blunchard Directions: - ‘Assume you arc involved in each of the followiig twelve situations. READ each item carefully and THINK about what you would do in each circumstance. Then CIRCLE the letter of the alternative that you think would most closely describe your behavior in the situation presented. Circle only one. choice. For cach Situation, interpret key concepts in terms of the environment or situation in which you most often think of yourself as assuming 1 leadership role. Say, for example, ‘an item mentions subordinates. If you think that you engage in leadership behavior ‘most often as ait industrial mansger, then think about your staff as subordinates, If however, you think of yourself as assuming 2 leadership role primarily as a arent, think about your children as your subordinates. As a teacher, think about your students as subordinates. Do not change your situational frame of reference from one item to another. Separate LEAD ‘instruments may be used to examine your leadership behavior in as many different scttings as you think helpful. 1. Your subordinates have ‘not been responding to your friendly conversation and obvious concern for their welfare. Their performance is in « tailspin. A. Emphasize the use of sziform procedures and: the necessity for tsk accomplishment. B. Make yourself availuble for discussion but do not push. C. ‘Falk with subordinates und then sct goal, | D. Be careful not to intervene, 2. The obscrvatble performance of your group is increasing. You have been making sure that all members ire aware of their roles and standards. A. Engage in friendly interaction, but continue to make sure that all members are aware of their roles and standards. B. Take n0 definite action. Do what you can to make the group lecl important and involved. D. Emphasize the importance of deadlines and tasks.3. ‘Members of your group are unable to solve a problem themselves. You have normally left them alone. Group performance and interpersonal relations have been good. A B c “D. Involve the group and ‘together engage in problem solving. Let the group work it out. ‘Act quickly and firmly’ to correct and redirect. Encourage the group to work on the problem and be available for discussion. 4. You are-considering « major change. Your subordinates have a fine record of accomplishment. ‘They respect the need for change. A B c D. Allow group involvement in developing the change, but do not push. Announce changes and then implement them with close supervision. Allow the group to formulate its own direction. Incorporate group recommendations, but direct the change. 5. The performance of your group has been dropping during the last few months. Members have been unconcerned with meeting objectives. They have continually needed reminding to do their tasks on time. Redefining roles has helped in the past. A +B, GQ D. Allow the group to formulate its own direction. Incorporate group recommendation, but sce that objectives are met. Redefine goals and supervise carefully. Allow the group involvement in setting goals, but do not push. 6 You stepped into an efficiency run situation. The previous administrator ran & tight ship. You Want to maintain a productive situation, but would like to begin humanizing the environment. pom> Do what you can to make the group (eel import.at and involved. Emphasize the importance of deadlines and tasks, Be careful not to intervene. Get the group involved in decision making, but see that objectives are met, 7. You are considering major changes in your Organizational struéture. Members of the group have made suggestions about needed change. The group has demonstrated flexibility in its day-to-day operations. A Be c Defie the change and supervise carefully. ‘Acquire the group's approval on the change and allow members to organize the implementation. Be willing to make changes ns recommended, but maintain control of implementation. Avoid confrontation; leave things alone.10. 1. Group performance and interpersonal relations are good. You feel somewhat unsure about your lack of direction of the group. ‘A Leave the group alone. B. Discuss the situation with the group and then initiate necessary changes. C. Tuke steps to direct your subordinates toward working in a well-defined manner. D. Be careful of hurting boss-subordinate relations by being too directive Your superior has appointed you to head a task force that is far overdue in making requested recommendations for change. ‘The group is not clear about its goals. Attendance at sessions has been poor. ‘The meetings have turned into social gatherings. Potentially, the group has the talent necessary to help. A. Let the group work it out. B. Incorporate group recommendations, but see that objectives are met. C. Redefine goals und supervise carefully. D. Allow group involvement in setting goals, but do not push. Your subordinates, usually able to take responsibility, are not responding to your recent redefining of standards. A. Allow group involvement in defining standards, but do not push. B. Redefine standards and supervise carefully. C. “Avoid confrontation by not applying pressure. D. Incorporate group recommendations, but see that new standards are met. You have been promoted to a new position. The previous incumbent was uninvolved in the affairs of the group. The group has adequately handled its task and direction. Group interrelations are good. A. Tuke steps to direct subordinates toward working in 2 well-cefined manner. B. Involve subordinates in decision making and reinforce good contributions. C. Discuss past performance with the group and thea examine the need for new practices. D. Continue to leave the group alone Rerent inforrsation indi 2 culties among subo. The grow has a remarkable 1 7s have e| maintvined long range goals and b : harmiony for the py Al are well qualificd for the task. A. ‘Try out your solution with subordinates and examine the need for new prac B. Allow group ‘members to work it out thenselves C. Ast quickly and firmly to correct ond redirect. D. Make yourself available for discussion, but be careful of hurting boss- subordinate relationsScoring sheet for LEAD A SITUATIONAL LEADERSHIP MODEL In the questionnaire (Part 1) you were in effect asked how you would exercise leadership over your group in each of the twelve situations given. ‘The questionnaire seeks 10 identify two things: first, your current style of leadership; and second, your effectiveness as a leader. L Determining your Lendership Style Using figure 1 below, draw a circle around the letter of the alternative ction of response you chase for each situation and total the number of circles you have for each column and write down these tolals in the spaces provided (quadrant scores) Figure 1 DETERMINING LEADERSHIP STYLE AND STYLE RANGE ‘Alternative Actions 1 A c B D . 2 D A c | 8 ‘ 3 c A D B t B P| aA c ¥ c B D A — 4 a B D A c t A c B Di i c B A } oe Sj B | P AU | B D A c n |? __ }—£ _| A ec | eB dD | 5 +} | A > B Qundeamt | Quedrant | Quadrant | Quadrant 1 z 3 . | Quadrant Scores | 4 | | Now transfer these (..eant scores to the appropriate boxes in Figure 2 below:Figure 2 BASIC LEADERSIMIP BEMAVIOUR STYLES H i ‘ QUADRANT 3 QUADRANT 2 I High High Task e ® Relationship ‘and 1 ¢ and High an Low Task Relationship t iy — +— e 4 f° QUADRANT 4 QUADRANT 1 hv ior \ P L ° w Your dominant leadership style is then the quadrant with the highest number. This is the style that you use most often, Other quadrunts with lower numbers, bul having atleast two responses comprise your supporting style (or styles). This is the style(s) that you use on occasion. I. Determining Leadership Effectiveness. Now that you know your style(s) of lendership, let us new see how effective you are as a leadcr-manager. Using Figure 3 below, draw e circle around the number (+2, -2, +1, oF -1) that falls under the letter (A, B.C, or D) that you chose as your answer fo cach of the twelve situations. “ Now add algebraically sll the encircled numbers for exch columa and enter the sub-totals in the spaces provided Finally edd the subtotals to arrive at the total valuc.Figure 3 DETERMINING STYLE ADAPTABILITY ‘Alternative Actions 5 A B c D 1 +2 a + 2 s 2 +2 2 + 4 4 3 +1 a 2 +2 ‘ [4 a 2 2 a « — 5 + 42 . _|—__} L 6 a +1 2 #2 t 7 “ +2 a + 1 8 42 a 2 + ° 9 2 41 42 a 8 4 4 + 10 + 2 a +2 s un 2 +2 1 + 2 a 24 to ples 26. cif your leadership style is effective or Below ix » scale ranging from Locate your scare on the seale and ineffective. $e Figure 4 ‘LEADERSIIP EFFECTIVENESS SCALE UNMIS 121210 8 6 4 7 2 ee INEFFECTIVE (-) ° EFFECTIVE (+)