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Liberty University Situational Leadership Questionnaire

Liberty University Situational Leadership Questionnaire

Liberty University Situational Leadership Questionnaire


For each Leadership Profile, you will complete the assigned questionnaires, report the data collected, reflect on your strengths and weaknesses, and then create an action plan for applying this information. Each Leadership Profile must be at least 300 words and contain at least 1 citation. Your work should be formatted to comply with APA standards and should integrate concepts from leadership theories where appropriate.

11.Complete the following questionnaires found in the Northouse textbook.

  • Leadership Behavior Questionnaire, (pp. 89–90).
  • Situational Leadership Questionnaire (pp. 111–113),

2.Report your results on these questionnaires.

3.Discuss and reflect on the results integrating resources on leadership and using APA formatting.

Leadership Behavior Questionnaire

Instructions: Read each item carefully and think about how often you (or the

person you are evaluating) engage in the described behavior. Indicate your

response to each item by circling one of the five numbers to the right of each


Key: 1 = Never 2 = Seldom 3 = Occasionally 4 = Often 5 = Always

1. Tells group members what they are supposed to do. 1 2 3 4 5

2. Acts friendly with members of the group. 1 2 3 4 5

3. Sets standards of performance for group members. 1 2 3 4 5

4. Helps others in the group feel comfortable. 1 2 3 4 5

5. Makes suggestions about how to solve problems. 1 2 3 4 5

6. Responds favorably to suggestions made by others. 1 2 3 4 5

7. Makes his or her perspective clear to others. 1 2 3 4 5

8. Treats others fairly. 1 2 3 4 5

9. Develops a plan of action for the group. 1 2 3 4 5

10. Behaves in a predictable manner toward group

members. 1 2 3 4 5

11. Defines role responsibilities for each group member. 1 2 3 4 5

12. Communicates actively with group members. 1 2 3 4 5

13. Clarifies his or her own role within the group. 1 2 3 4 5

14. Shows concern for the well-being of others. 1 2 3 4 5

15. Provides a plan for how the work is to be done. 1 2 3 4 5

16. Shows flexibility in making decisions. 1 2 3 4 5

17. Provides criteria for what is expected of the group. 1 2 3 4 5

18. Discloses thoughts and feelings to group members. 1 2 3 4 5

19. Encourages group members to do high-quality work. 1 2 3 4 5

20. Helps group members get along with each other. 1 2 3 4 5


The Leadership Behavior Questionnaire is designed to measure two major

types of leadership behaviors: task and relationship. Score the questionnaire

by doing the following: First, sum the responses on the odd-numbered items.

This is your task score. Second, sum the responses on the even-numbered

items. This is your relationship score.

Total scores: Task ______________ Relationship ____________

Chapter 4 Behavioral Approach 89

Scoring Interpretation

45–50 Very high range

40–44 High range

35–39 Moderately high range

30–34 Moderately low range

25–29 Low range

10–24 Very low range

The score you receive for task refers to the degree to which you help others

by defining their roles and letting them know what is expected of them. This

factor describes your tendencies to be task directed toward others when you

are in a leadership position. The score you receive for relationship is a measure

of the degree to which you try to make subordinates feel comfortable with

themselves, each other, and the group itself. It represents a measure of how

people oriented you are.

Your results on the Leadership Behavior Questionnaire give you data about

your task orientation and people orientation. What do your scores suggest

about your leadership style? Are you more likely to lead with an emphasis on

task or with an emphasis on relationship? As you interpret your responses to

the Leadership Behavior Questionnaire, ask yourself if there are ways you

could change your behavior to shift the emphasis you give to tasks and relationships. To gain more information about your style, you may want to have

four or five of your coworkers fill out the questionnaire based on their perceptions of you as a leader. This will give you additional data to compare and

contrast to your own scores about yourself.

90 Leadership Theory and Practice

Summary ___________________________________

Situational Leadership Questionnaire: Sample Items

Instructions: Look at the following four leadership situations and indicate

what the development level is in each situation, which leadership style each

response represents, and which leadership style is needed in the situation (i.e.,

action A, B, C, or D).

Situation 1

Because of budget restrictions imposed on your department, it is necessary

to consolidate. You are thinking of asking a highly capable and experienced member of your department to take charge of the consolidation.

This person has worked in all areas of your department and has the trust

and respect of most of the staff. She is very willing to help with the


A. Assign the project to her and let her determine how to accomplish it.

B. Assign the task to her, indicate to her precisely what must be done, and

supervise her work closely.

C. Assign the task to her and provide support and encouragement as needed.

D. Assign the task to her and indicate to her precisely what needs to be done

but make sure you incorporate her suggestions.

Development level ____________ Action ____________

Situation 2

You have recently been made a department head of the new regional

office. In getting to know your departmental staff, you have noticed that

one of your inexperienced employees is not following through on assigned

tasks. She is enthusiastic about her new job and wants to get ahead in the


A. Discuss the lack of follow-through with her and explore the alternative

ways this problem can be solved.

B. Specify what she must do to complete the tasks but incorporate any suggestions she may have.

C. Define the steps necessary for her to complete the assigned tasks and

monitor her performance frequently.

D. Let her know about the lack of follow-through and give her more time to

improve her performance.

Development level ____________ Action ___________

110 Leadership Theory and Practice

Situation 3

Because of a new and very important unit project, for the past 3 months you

have made sure that your staff members understood their responsibilities and

expected level of performance, and you have supervised them closely. Due to

some recent project setbacks, your staff members have become somewhat

discouraged. Their morale has dropped, and so has their performance.

A. Continue to direct and closely supervise their performance.

B. Give the group members more time to overcome the setbacks but occasionally check their progress.

C. Continue to define group activities but involve the group members more

in decision making and incorporate their ideas.

D. Participate in the group members’ problem-solving activities and encourage and support their efforts to overcome the project setbacks.

Development level ____________ Action ____________

Situation 4

As a director of the sales department, you have asked a member of your staff

to take charge of a new sales campaign. You have worked with this person

on other sales campaigns, and you know he has the job knowledge and experience to be successful at new assignments. However, he seems a little unsure

about his ability to do the job.

A. Assign the new sales campaign to him and let him function on his own.

B. Set goals and objectives for this new assignment but consider his suggestions and involve him in decision making.

C. Listen to his concerns but assure him he can do the job and support his


D. Tell him exactly what the new campaign involves and what you expect of

him, and supervise his performance closely.

Development level ____________ Action ____________

SOURCE: Adapted from Game Plan for Leadership and the One Minute Manager (Figure

5.20, Learning Activity, p. 5), by K. Blanchard, P. Zigarmi, and D. Zigarmi, 1992, Escondido,

CA: Blanchard Training and Development (phone 760-489-5005). Used with permission.

Scoring Interpretation

A short discussion of the correct answers to the brief questionnaire will help

to explain the nature of Situational Leadership questionnaires.

Chapter 5 Situational Approach 111

Situation 1 in the brief questionnaire describes a common problem faced by

organizations during downsizing: the need to consolidate. In this particular

situation, the leader has identified a person to direct the downsizing project

who appears to be highly competent, experienced, and motivated. According

to the SLII model, this person is at Developmental Level 4, which calls for a

delegative approach. Of the four response alternatives, it is the (A) response,

“Assign the project to her and let her determine how to accomplish it,” that

best represents delegating (S4): low supportive–low directive leadership.

Situation 2 describes a problem familiar to leaders at all levels in nearly all

organizations: lack of follow-through by an enthusiastic follower. In the given

example, the follower falls in Developmental Level 1 because she lacks the

experience to do the job even though she is highly motivated to succeed. The

SLII approach prescribes directing (S1) leadership for this type of follower.

She needs to be told when and how to do her specific job. After she is given

directions, her performance should be supervised closely. The correct response

is (C), “Define the steps necessary to complete the assigned tasks and monitor

her performance frequently.”

Situation 3 describes a very different circumstance. In this situation, the followers seem to have developed some experience and an understanding of

what is required of them, but they have lost some of their motivation to

complete the goal. Their performance and commitment have stalled because

of recent setbacks, even though the leader has been directing them closely.

According to SLII, the correct response for the leader is to shift to a more

supportive coaching style (S2) of leadership. The action response that reflects

coaching is (C), “Continue to define group activities but involve the group

members more in decision making and incorporate their ideas.”

Situation 4 describes some of the concerns that arise for a director attempting

to identify the correct person to head a new sales campaign. The person identified for the position obviously has the skills necessary to do a good job with

the new sales campaign, but he appears apprehensive about his own abilities.

In this context, SLII suggests that the director should use a supportive style

(S3), which is consistent with leading followers who are competent but lacking

a certain degree of confidence. A supportive style is represented by action

response (C), “Listen to his concerns but assure him he can do the job and

support his efforts.”

Now select two of your own followers. Diagnose their current development

level on three different goals and your style of leadership in each situation. Is

there a match? If not, what specifically can you do for them as a leader to

ensure that they have what they need to succeed?

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