please review attached files.Questions:Questions 4 assignment.docxArticles needed for paper
Northouse Chapter 6 – Path-Goal theoryNorthouse Chapter 7 – Leader-Member ExchangeLMX 7 QuestionnairePath-Goal Leadership QuestionnaireChapter 6: Path-Goal Theory
Overview
Path–Goal Theory Perspective
Conditions of Leadership Motivation
Leader Behaviors & Follower Characteristics
Task Characteristics
How Does PGT Work?
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Path–Goal Theory (House, 1971)
Description
Definition
Path–goal theory centers on how leaders motivate
followers to accomplish designated goals
Emphasizes the relationship between
the leader’s style
the characteristics of the followers
the work setting
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Path–Goal Theory (House, 1971)
Description
Perspective
Goal – To enhance employee performance and satisfaction
by focusing on employee motivation
Motivational Principles (based on Expectancy Theory) –
Followers will be motivated if they believe
they are capable of performing their work
that their efforts will result in a certain outcome
that the payoffs for doing their work are worthwhile
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Challenge to Leader
Use a leadership style that best meets followers’
motivational needs
choose behaviors that complement or supplement what is
missing in the work setting
enhance goal attainment by providing information or
rewards
provide followers with the elements they need to reach
their goals
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Conditions of Leadership Motivation
Leadership generates motivation when
It increases the number and kinds of payoffs followers
receive from their work
Makes the path to the goal clear and easy to travel through
with coaching and direction
Removes obstacles and roadblocks to attaining the goal
Makes the work itself more personally satisfying
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Leader Behaviors
Directive Leadership
Leader who gives followers task instruction
including:
What is expected of them
How task is to be done
Timeline for task completion
Clear standards of performance
Clear rules & regulations
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Leader Behaviors
Supportive Leadership
Leader who is friendly and approachable:
Attending to well-being & human needs of followers
Using supportive behavior to make work environment
pleasant
Treating followers as equals & giving them respect for
their status
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Leader Behaviors
Participative Leadership
Leader who invites followers to share in the
decision making:
Consults with followers
Seeks their ideas & opinions
Integrates their input into group/organizational
decisions
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Leader Behaviors
Achievement-Oriented Leadership
Leader who challenges followers to perform work at the
highest level possible:
Establishes a high standard of excellence for subordinates
Seeks continuous improvement
Demonstrates a high degree of confidence in followers’
ability to establish & achieve challenging goals
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Follower Characteristics
Strong need for affiliation
Friendly and concerned leadership is a source of satisfaction
Supportive Leadership
Preference for Structure
Dogmatic & authoritarian
•
Leadership provides psychological structure, task clarity, &
greater sense of certainty in work setting
Directive Leadership
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Follower Characteristics
Desire for Control
Internal locus of control
Leadership that allows followers to feel in charge of their work &
makes them an integral part of the decision-making process
Participative Leadership
External locus of control
Leadership that parallels followers’ feelings that outside forces
control their circumstances
Directive Leadership
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Follower Characteristics
Perception of their own ability – specific task
As perception of ability and competence goes up,
need for highly directive leadership goes down
Directive leadership may become redundant, possibly
excessively controlling
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Task Characteristics
Components
Design of followers’ task
Organization’s formal authority system
Primary work group of followers
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Task Characteristics
Task Situations Requiring Leader Involvement
Unclear and ambiguous – Leader needs to provide
structure
Highly repetitive – Leader needs to provide support to
maintain follower motivation
Weak formal authority – If formal authority system is
weak, the leader needs to assist followers by making
rules and work requirements clear
Nonsupportive/weak group norms – Leader needs to
help build cohesiveness and role responsibility
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Task Characteristics
Obstacles
Anything in the work setting that gets in the way of
followers
They create excessive uncertainties, frustrations, or threats for
followers
Leader’s responsibility is to help followers by
Removing the obstacles
Helping followers around them
Assisting with obstacles will increase
Followers’ expectations to complete the task
Their sense of job satisfaction
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
How Does the Path–Goal Theory Work?
Focus of Path–Goal Theory
Strengths
Criticisms
Application
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
How Does the Path–Goal Theory Work?
The leader’s job is to help followers reach their goals
by directing, guiding, and coaching them along the way
Leaders must evaluate task and follower
characteristics and adapt leadership style to these
The theory suggests which style is most appropriate for
specific characteristics
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Path–Goal Theory Approach
Focus
Overall Scope
Path–goal theory is a
Path–goal theory provides
complex but also
pragmatic approach
a set of assumptions
about how different
leadership styles will
interact with follower
characteristics and the
work situation to affect
employee motivation
Leaders should choose a
leadership style that best
fits the needs of
followers and their work
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Strengths
Useful theoretical framework. Path–goal theory is a
useful theoretical framework for understanding how various
leadership behaviors affect the satisfaction of followers and
their work performance.
Integrates motivation. Path–goal theory attempts to
integrate the motivation principles of expectancy theory into
a theory of leadership.
Practical model. Path–goal theory provides a practical
model that underscores and highlights the important ways
leaders help followers.
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Criticisms
Interpreting the meaning of the theory can be confusing
because it is so complex and incorporates so many different
aspects of leadership; consequently, it is difficult to
implement.
Empirical research studies have demonstrated only partial
support for path–goal theory.
It fails to adequately explain the relationship between
leadership behavior and worker motivation.
The path–goal theory approach treats leadership as a one-
way event in which the leader affects the follower.
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Application
PGT offers valuable insights that can be applied in
ongoing settings to improve one’s leadership.
Informs leaders about when to be directive, supportive,
participative, or achievement oriented.
The principles of PGT can be employed by leaders at all
organizational levels and for all types of tasks.
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Chapter 7: Leader-Member Exchange Theory
Overview
LMX Theory Description
LMX Theory Perspective
Early Studies
Later Studies
Phases in Leadership Making
How Does the LMX Approach Work?
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Definition
Leader–member exchange (LMX) theory:
conceptualizes leadership as a process
• that is centered on the interactions between a leader and
followers
Some theories focus on leaders:
trait approach, skills approach, and style approach
Other theories focus on the follower and the
context:
situational leadership, contingency theory, and path–
goal theory.
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Dimensions of Leadership
LMX theory
makes the dyadic
relationship
between leaders
and followers the
focal point of the
leadership
process
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
LMX Theory Description
Perspective
Development – LMX theory first described by Dansereau,
Graen, & Haga (1975); Graen & Cashman (1975); and
Graen (1976)
Revisions – Theory has undergone a number of revisions
since its inception and continues to be of interest to
researchers
Assumption – LMX theory challenges the assumption that
leaders treat followers in a collective way, as a group.
LMX – Directed attention to the differences that might exist
between the leader and each of his/her followers
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
First studies of LMX called – Vertical
Dyad Linkage (VDL)
Focus on the vertical linkages leaders
formed with each of their followers
Leader’s relationship to a work unit
viewed as a series of vertical dyads
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Early Studies
Leader’s work
unit as a
whole was
viewed as a
series of
vertical
dyads; leader
forms unique
relationship
with each
follower
Early Studies
Researchers found two general types of linkages (or
relationships)—those based on
Expanded/negotiated role responsibilities (extra-roles)
= in-group
• Relationships marked by mutual trust, respect, liking, and
reciprocal influence
• Receive more information, influence, confidence, and
concern than out-group members
Formal employment contract (defined-roles) = out-
group
• Relationships marked by formal communication based on job
descriptions
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Early Studies
In-group/out-group status based on how well follower
works with the leader and how well the leader works with
the follower
How followers involve themselves in expanding their
role responsibilities with the leader determines whether
they become in-group or out-group participants
Becoming part of the in-group involves follower
negotiations in performing activities beyond the formal job
description
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
In-Group & Out-Group Followers
F
In-Group
– more information,
influence, confidence,
& concern from leader
– more dependable,
highly involved, &
communicative than
out-group
F
F
In-Group
Out-Group
Leader
F
F
F
F
F
F
F
F
F
F
F
Out-Group
– less compatible with
leader
– usually just come to
work, do the job, & go
home
F Follower
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Later Studies (Graen & Uhl-Bien, 1995)
Initial research primarily addressed differences between
in-groups and out-groups; later research addressed how
LMX theory was related to organizational effectiveness
Later research focus on the quality of leader–member
exchanges resulting in positive outcomes for
Leaders
Followers
Groups
Organizations in general
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Later Studies (Graen & Uhl-Bien, 1995)
Researchers found that high-quality leader–member
exchanges resulted in
Less employee turnover
More positive performance evaluations
Higher frequency of promotions
Greater organizational commitment
More desirable work assignments
Better job attitudes
More attention and support from the leader
Greater participation
Faster career progress
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Later Studies
Gerstner and Day (1997)
Ilies, Nahrang, and Morgeson
LMX consistently related to
(2007)
Meta-analysis of 51 research
studies
Positive relationship between
LMX quality and citizenship
behaviors (discretionary
employee behaviors that go
beyond the prescribed role, job
description, or reward system.
member job performance,
overall satisfaction, supervisor
satisfaction, commitment, role
conflict and clarity, turnover
intentions.
Support for psychometric
properties of LMX
Questionnaire
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Leadership Making (Graen & Uhl-Bien, 1995)
A prescriptive approach to leadership that
emphasizes that a leader should develop high-quality
exchanges with all of her or his followers, rather than
just a few.
Three phases of leadership making which develop over time:
(a) stranger phase
(b) acquaintance phase
(c) mature partnership phase
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Scripted
One Way
Low Quality
Self
Leadership Making (Graen & Uhl-Bien, 1995)
Phase 1
Stranger
Interactions within the leader-follower dyad are
generally rule bound
Rely on contractual relationships
Relate to each other within prescribed organizational
roles
Experience lower-quality exchanges
Motives of follower directed toward self-interest rather
than good of the group
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Leadership Making (Graen & Uhl-Bien, 1995)
Phase 2
Acquaintance
Begins with an “offer” by leader/follower for improved
career-oriented social exchanges
Testing period for both, assessing whether
the follower is interested in taking on new roles
leader is willing to provide new challenges
Shift in dyad from formalized interactions to new ways of
relating
Quality of exchanges improves along with greater trust &
respect
Less focus on self-interest, more on goals of the group
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Leadership Making (Graen & Uhl-Bien, 1995)
Phase 3
Mature Partnership
Marked by high-quality leader–member exchanges
Experience high degree of mutual trust, respect, and obligation toward
each other
Tested relationship and found it dependable
High degree of reciprocity between leaders and subordinates
May depend on each other for favors and special assistance
Highly developed patterns of relating that produce positive
outcomes for both themselves & the organization
Partnerships are transformational – moving beyond self-interest to
accomplish greater good of the team & organization
How Does the LMX Theory Approach Work?
Focus of LMX Theory
Strengths
Criticisms
Application
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
How Does LMX Theory Work?
LMX theory works in two ways: It describes leadership
and it prescribes leadership
In both – the central concept is the dyadic relationship
Descriptively:
It suggests that it is important to recognize the existence of in-groups &
out-groups within an organization
Significant differences in how goals are accomplished using in-groups
vs. out-groups
Relevant differences in in-group vs. out-group behaviors
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
How Does LMX Theory Work?
Prescriptively:
Best understood within the Leadership–Making Model
(Graen & Uhl-Bien, 1995)
Leader forms special relationships with all followers
Leader should offer each follower an opportunity for new
roles/responsibilities
Leader should nurture high-quality exchanges with all followers
Rather than concentrating on differences, leader focuses on ways to
build trust & respect with all followers, resulting in entire work group
becoming an in-group
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Strengths
LMX theory validates our experience of how people within
organizations relate to one another and the leader
LMX theory is the only leadership approach that makes the
dyadic relationship the centerpiece of the leadership
process
LMX theory directs our attention to the importance of
communication in leadership
Solid research foundation on how the practice of LMX
theory is related to positive organizational outcomes
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Criticisms
Inadvertently supports the development of privileged
groups in the workplace; appears unfair and
discriminatory
The basic theoretical ideas of LMX are not fully
developed
• How are high-quality leader–member exchanges created?
• What are the means to achieve building trust, respect, and
obligation? What are the guidelines?
Because of various scales and levels of analysis,
measurement of leader–member exchanges is being
questioned
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Application
Applicable to all levels of management and different types of
organizations
Directs managers to assess their leadership from a relationship
perspective
Sensitizes managers to how in-groups and out-groups develop within
their work units
Can be used to explain how CEOs strategically develop special
relationships with select individuals in upper management
Can be used to explain how individuals create leadership networks at
various levels throughout an organization
Can be applied in different types of organizations—volunteer, business,
education, and government settings
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
LMX 7 Questionnaire
Leader
Fairly
Often
Very
Often
3
4
5
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
I have enough confidence in my leader that I
would defend and justify his or her decision if he
or she were not present to do so.
1
2
3
4
5
How would you characterize your working
relationship with your leader?
1
2
3
4
5
Do you know where you stand with your leader
and do you usually know how satisfied your
leader is with what you do?
How well does your leader understand your job
problems and needs?
How well does your leader recognize your
potential?
Regardless of how much formal authority your
leader has built into his or her position, what are
the chances that your leader would use his or her
power to help you solve problems in your work?
Again regardless of how much formal authority
your leader has, what are the chances that he or
she will “bail you out” at his or her expense?
Rarely
Occasionally
Sometimes
1
2
1
Total Score
34
1
LMX 7 Questionnaire
Follower
Fairly
Often
Very
Often
3
4
5
2
3
4
5
1
2
3
4
5
Regardless of how much formal authority your
follower has built into his or her position, what
are the chances that your follower would use his
or her power to help you solve problems in your
work?
1
2
3
4
5
Again regardless of how much formal authority
your follower has, what are the chances that he
or she will “bail you out” at his or her expense?
1
2
3
4
5
I have enough confidence in my follower that I
would defend and justify his or her decision if he
or she were not present to do so.
1
2
3
4
5
How would you characterize your working
relationship with your follower?
1
2
3
4
5
Do you know where you stand with your
follower and do you usually know how satisfied
your follower is with what you do?
How well does your follower understand your
job problems and needs?
How well does your follower recognize your
potential?
Rarely
Occasionally
Sometimes
1
2
1
Total Score
31
Scoring Interpretation
Although the LMX 7 is most commonly used by researchers to explore theoretical questions, you
can also use it to analyze your own leadership style. You can interpret your LMX 7 scores using
the following guidelines: very high = 30–35, high = 25–29, moderate = 20–24, low = 15–19, and
very low = 7–14. Scores in the upper ranges indicate stronger, higher-quality leader–
member exchanges (e.g., in-group members), whereas scores in the lower ranges indicate
exchanges of lesser quality (e.g., out-group members)
2
Path-Goal Leadership Questionnaire
Never
Hardly
Ever
Seldom
Occasionally
Often
Usually
Always
1
I let followers know what is expected of them
1
2
3
4
5
6
7
2
I maintain a friendly working relationship with
followers
1
2
3
4
5
6
7
3
I consult with followers when facing a problem
1
2
3
4
5
6
7
4
I listen receptively to followers’ ideas and
suggestions
1
2
3
4
5
6
7
5
I inform followers about what needs to be done
and how it needs to be done
1
2
3
4
5
6
7
6
I let followers know that I expect them to
perform at their highest level
1
2
3
4
5
6
7
7
I act without consulting my followers
1
2
3
4
5
6
7
8
I do little things to make it pleasant to be a
member of the group
1
2
3
4
5
6
7
9
I ask followers to follow standard rules and
regulations
1
2
3
4
5
6
7
10
I set goals for followers’ performance that are
quite challenging
1
2
3
4
5
6
7
11
I say things that hurt followers’ personal feelings
1
2
3
4
5
6
7
12
I ask for suggestions from followers concerning
how to carry out assignments
1
2
3
4
5
6
7
13
I encourage continual improvement in followers
performance
1
2
3
4
5
6
7
14
I explain the level of performance that is
expected of followers
1
2
3
4
5
6
7
15
I help followers overcome problems that stop
them from carrying out their tasks
1
2
3
4
5
6
7
16
I show that I have doubts about followers ability
to meet most objectives
1
2
3
4
5
6
7
17
I ask followers for suggestions on what
assignments should be made
1
2
3
4
5
6
7
18
I give vague explanations of what is expected of
followers on the job
1
2
3
4
5
6
7
19
I consistently set challenging goals for followers
to attain
1
2
3
4
5
6
7
20
I behave in a manner that is thoughtful of
followers’ personal needs
1
2
3
4
5
6
7
1
Scoring
1.
2.
3.
4.
Directive style: Sum of scores on Items 1, 5, 9, 14, and 18.
Supportive style: Sum of scores on Items 2, 8, 11, 15, and 20.
Participative style: Sum of scores on Items 3, 4, 7, 12, and 17.
Achievement-oriented style: Sum of scores on Items 6, 10, 13, 16, and 19.
Scoring
Total
Directive style: Sum of scores on Items 1, 5, 9, 14, and 18.
7
7
7
7
7
35
Supportive style: Sum of scores on Items 2, 8, 11, 15, and 20
6
6
7
7
7
33
Participative style: Sum of scores on Items 3, 4, 7, 12, and 17
6
7
6
5
6
30
Achievement-oriented style: Sum of scores on Items 6, 10, 13, 16, and 19
7
6
7
5
7
32
Scoring Interpretation
Directive style: A common score is 23, scores above 28 are considered high, and scores
below 18 are considered low.
Supportive style: A common score is 28, scores above 33 are considered high, and scores
below 23 are considered low.
Participative style: A common score is 21, scores above 26 are considered high, and
scores below 16 are considered low.
Achievement-oriented style: A common score is 19, scores above 24 are considered high,
and scores below 14 are considered low.
2
LMX 7 Questionnaire
Leader
Fairly
Often
Very
Often
3
4
5
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
I have enough confidence in my leader that I
would defend and justify his or her decision if he
or she were not present to do so.
1
2
3
4
5
How would you characterize your working
relationship with your leader?
1
2
3
4
5
Do you know where you stand with your leader
and do you usually know how satisfied your
leader is with what you do?
How well does your leader understand your job
problems and needs?
How well does your leader recognize your
potential?
Regardless of how much formal authority your
leader has built into his or her position, what are
the chances that your leader would use his or her
power to help you solve problems in your work?
Again regardless of how much formal authority
your leader has, what are the chances that he or
she will “bail you out” at his or her expense?
Rarely
Occasionally
Sometimes
1
2
1
Total Score
34
1
LMX 7 Questionnaire
Follower
Fairly
Often
Very
Often
3
4
5
2
3
4
5
1
2
3
4
5
Regardless of how much formal authority your
follower has built into his or her position, what
are the chances that your follower would use his
or her power to help you solve problems in your
work?
1
2
3
4
5
Again regardless of how much formal authority
your follower has, what are the chances that he
or she will “bail you out” at his or her expense?
1
2
3
4
5
I have enough confidence in my follower that I
would defend and justify his or her decision if he
or she were not present to do so.
1
2
3
4
5
How would you characterize your working
relationship with your follower?
1
2
3
4
5
Do you know where you stand with your
follower and do you usually know how satisfied
your follower is with what you do?
How well does your follower understand your
job problems and needs?
How well does your follower recognize your
potential?
Rarely
Occasionally
Sometimes
1
2
1
Total Score
31
Scoring Interpretation
Although the LMX 7 is most commonly used by researchers to explore theoretical questions, you
can also use it to analyze your own leadership style. You can interpret your LMX 7 scores using
the following guidelines: very high = 30–35, high = 25–29, moderate = 20–24, low = 15–19, and
very low = 7–14. Scores in the upper ranges indicate stronger, higher-quality leader–
member exchanges (e.g., in-group members), whereas scores in the lower ranges indicate
exchanges of lesser quality (e.g., out-group members)
2
Path-Goal Leadership Questionnaire
Never
Hardly
Ever
Seldom
Occasionally
Often
Usually
Always
1
I let followers know what is expected of them
1
2
3
4
5
6
7
2
I maintain a friendly working relationship with
followers
1
2
3
4
5
6
7
3
I consult with followers when facing a problem
1
2
3
4
5
6
7
4
I listen receptively to followers’ ideas and
suggestions
1
2
3
4
5
6
7
5
I inform followers about what needs to be done
and how it needs to be done
1
2
3
4
5
6
7
6
I let followers know that I expect them to
perform at their highest level
1
2
3
4
5
6
7
7
I act without consulting my followers
1
2
3
4
5
6
7
8
I do little things to make it pleasant to be a
member of the group
1
2
3
4
5
6
7
9
I ask followers to follow standard rules and
regulations
1
2
3
4
5
6
7
10
I set goals for followers’ performance that are
quite challenging
1
2
3
4
5
6
7
11
I say things that hurt followers’ personal feelings
1
2
3
4
5
6
7
12
I ask for suggestions from followers concerning
how to carry out assignments
1
2
3
4
5
6
7
13
I encourage continual improvement in followers
performance
1
2
3
4
5
6
7
14
I explain the level of performance that is
expected of followers
1
2
3
4
5
6
7
15
I help followers overcome problems that stop
them from carrying out their tasks
1
2
3
4
5
6
7
16
I show that I have doubts about followers ability
to meet most objectives
1
2
3
4
5
6
7
17
I ask followers for suggestions on what
assignments should be made
1
2
3
4
5
6
7
18
I give vague explanations of what is expected of
followers on the job
1
2
3
4
5
6
7
19
I consistently set challenging goals for followers
to attain
1
2
3
4
5
6
7
20
I behave in a manner that is thoughtful of
followers’ personal needs
1
2
3
4
5
6
7
1
Scoring
1.
2.
3.
4.
Directive style: Sum of scores on Items 1, 5, 9, 14, and 18.
Supportive style: Sum of scores on Items 2, 8, 11, 15, and 20.
Participative style: Sum of scores on Items 3, 4, 7, 12, and 17.
Achievement-oriented style: Sum of scores on Items 6, 10, 13, 16, and 19.
Scoring
Total
Directive style: Sum of scores on Items 1, 5, 9, 14, and 18.
7
7
7
7
7
35
Supportive style: Sum of scores on Items 2, 8, 11, 15, and 20
6
6
7
7
7
33
Participative style: Sum of scores on Items 3, 4, 7, 12, and 17
6
7
6
5
6
30
Achievement-oriented style: Sum of scores on Items 6, 10, 13, 16, and 19
7
6
7
5
7
32
Scoring Interpretation
Directive style: A common score is 23, scores above 28 are considered high, and scores
below 18 are considered low.
Supportive style: A common score is 28, scores above 33 are considered high, and scores
below 23 are considered low.
Participative style: A common score is 21, scores above 26 are considered high, and
scores below 16 are considered low.
Achievement-oriented style: A common score is 19, scores above 24 are considered high,
and scores below 14 are considered low.
2
Assignment 4 (80 points)
WRITING ASSIGNMENT:
Assignment 4 asks you to review the elements of leadership presented in Chapters 6 and 7 of the
Northouse text.
Step 1: Before You Begin
Read Northouse Chapter 6
Read Northouse Chapter 7
Step 2: Done
Explore other resources, if you wish, but remember that Wikipedia and online encyclopedias and
dictionaries are not appropriate college-level sources.
Step 3: Write the Assignment 3 Essay
Part 1: Provide a comparison of the key differences and similarities between the Path-Goal Leadership
and Leader-Member Exchange Leadership Theories, and how these 2 Theories help us understand
leadership. Give examples from your personal experience, or from history, of people who used each
method discussed in the text to become exceptional leaders. Provide at least 1 example of a leader who
fits the Path-GoalTheory, and one that fits the Leader-Member Exchange Theory. Provide examples of
their leadership to support your theory.
Part 2: Choose one Case Study from Chapter 6 and one Case Study from Chapter 7.
Respond to the questions in the case study in narrative form and apply the theories that you have
learned so far in the course to the case studies.
Use a minimum of one source. Be sure to include APA style citations within the essay and an APA style
bibliography at the end of the Assignment.
Part 3: Attached – Take the Path-Goal Leadership Questionnaire from Chapter 6. Create a table of the
scores and include it in the paper. What do these scores say about your Leadership Style?
Part 4: Attached – Take the LMX 7 Questionnaire – first describing your relationship TO a follower THEN
describing your relationship AS a follower. Is your follower part of your “in-group” or “out-group”?
Why? Are you part of your leaders “in group” or “out group?” Why do you think that is? Did either result
surprise you?
How to Structure Your Answer
Structure your essay in the following way:
Introduction
Overview of Traits and Skills Leadership Theories
Analysis of Case Study from Chapter 6
Analysis of Case Study from Chapter 7
Case Study Activity: Discussion of your personal/professional experience with these models.
Skills Traits Questionnaire and Reflection
Conclusion
Citations in APA format
ASSIGNMENT 4 GRADING RUBRIC
5 points
5 points
10 points
15 points
15 points
10 points
10 points
2 points
3 points
5 points
80 points
Introduction and conclusion
College-appropriate grammar, spelling, formatting, and
organization
Overview of Skills and Traits Leadership Theories
Case Study Analysis Chapter 6
Case Study Analysis Chapter 7
Discussion of personal/professional experiences with
the models
Results of Path-Goal and LMX Questionnaires and Reflections on the Result
Minimum of 1 source
APA citations within the body of the Assignment
Bibliography citations in APA format (end of assignment)
TOTAL
Step 4: Submit Your Completed Assignment 4
Submit your completed 1000 – 1,200 word Assignment 4 in a .doc or .docx form.
Purchase answer to see full
attachment
Why Choose Us
- 100% non-plagiarized Papers
- 24/7 /365 Service Available
- Affordable Prices
- Any Paper, Urgency, and Subject
- Will complete your papers in 6 hours
- On-time Delivery
- Money-back and Privacy guarantees
- Unlimited Amendments upon request
- Satisfaction guarantee
How it Works
- Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
- Fill in your paper’s requirements in the "PAPER DETAILS" section.
- Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
- Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
- From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.