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
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
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).
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 ____________
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
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 ____________
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.
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?