Leadership

This document provides a personal reflection on leadership, including a definition of leadership, insights from the MLQ-6S leadership test, and discussions on behaviour theory, leadership and organization culture, and path-goal theory.

Running head: LEADERSHIP
Leadership

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Personal reflection
Leadership definition
From reading for the unit, I have developed my learning regarding leadership. In this way, I have
understood that leadership is the competency of an individual or set of individuals to persuade as
well as, instructs the followers or other members of the company. I have also used MLQ‐6S
measures that are considered as a leadership test. This tool is used to analyze my leadership on
seven factors related to transformational leadership. From the result, it is found that I have high
idealized influence, moderate inspirational motivation, moderate intellectual stimulation, and
moderate individualized consideration. I have also high contingent reward, moderate
management‐by‐exception, and low laissez‐faire leadership skills (Frohlich, and Oppenheimer,
2015).
In class, it was taught to me that leadership entails making the sound as well as, sometimes
complex decisions, developing as well as, express the comprehensible vision, developing
attainable goals, and increasing understanding and offering techniques that are required for
accomplishing those objectives (Heifetz, and Linsky, 2017). My result on leadership indicates
that I have high individualized influence that means I hold the high trust of subordinates and
show appeal to their hopes as well as, reams and act as their role model. For example, frequently,
if not always, I make others feel good to be around me.
Throughout lectures, I have increased my understanding that leaders are required to develop
knowledge on significant aspects such as from business to politics, regions as well as,
community-relied companies. This lecture also improved my learning that a significant leader
considers different characteristics such as management skills, strong communication as well as,
self-confidence. Another characteristic is a readiness to take uncertainties, reactiveness, openness

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to change, levelheadedness, determination to deal with the failure as well as, creative and
innovative thinking during a crisis (Boin, Stern, and Sundelius, 2016).
Behaviour theory
Throughout the course content, I have developed my understanding related to behaviour theory.
In this way, I have learned that how a leader responds as well as, suppose that a leader could be
made as compared to born. In addition to this, I have observed that successful leadership relies
on definable as well as, learnable behaviour (Blanchard, 2015). From the result, I have focused
on my behaviour related to inspirational motivation i.e. moderate. It indicates that I moderately
provide the vision, use specific symbols as well as, images to support others to emphasize on
their works as well as, try to make feel to other that their work is essential. For example,
sometimes, I provide appealing images about what we can do. I would apply this learning into
future to use effective leadership.
Throughout attending lectures in class, I have also increased my understanding that behaviour of
a leader is the best forecaster for his leadership influences as well as, it is an effective
determinant for the success of leadership. I would like to apply these learning in using effective
leadership at the workplace. These theories focus on what a leader actually do as compared to
their qualities (Sanders, 2017).
I have developed my knowledge that different patterns of behaviours are classified as well as,
observed as a style of leadership. This area is probably influenced by most attention through
practicing top authority (Ward, 2016). From a result, it is addressed that I have a moderate extent
of intellectual stimulation to which, I lead others to be creative in terms of focusing on old issues
in new modes. I am also able to develop an atmosphere that is tolerant for apparently extreme
positions, as well as, cherish an individual to focus on their beliefs along with values of those of

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companies. For example, fairly often, I provide others with new ways of looking at puzzling
things.
Leadership and organization culture
From lecturer, I have developed my knowledge that organizational culture is related to share
beliefs, values as well as, a perception held by workforces at the workplace. It is observed that
organizational culture progresses as well as, evolves through a shared mindset. It is identified
that leaders are acting factors in its initial development (Renz, 2016).
I have generated my understanding that culture is cooperatively learned as well as, conveyed by
members of the company. I have also learned that leaders are an individual who demonstrates
what values is obtained along with, conveyed. I have also pointed out that a leader demonstrates
the ethics as well as, beliefs that would drive the companies such as what to perform as well as,
what not to perform (Johnson, 2017).
From leadership measure test, it is observed that I have a moderate degree of individualized
consideration that shows the interest in others; well‐being assigns projects independently and
pays attention to those who appear less entailed in the group.
I have learned that after developing the core values, leaders can become enforcers to their creed.
Throughout attending the class, I am able to become a good leader because it has developed my
understanding of ways that helps to motivate the staff within the organizational culture. I have
observed that organizational culture would surely perform but it is all dependent on the
motivational factor provided by the leader (Spears, and Lawrence, 2016).
I have created my understanding that there is a relationship among toxic as well as innovative
culture. It was taught to me that a leader can push over the border. I have also observed that a
leader can motivate their staff through money as well as, influences pool workforces who are

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encouraged through same. I have also learned that leaving the organizational culture in which,
workforces only humiliate for the pay check (Mendenhall, et. al., 2017).
In contrast to this, it was taught to me leaders are encouraged through purpose. I have also
learned that a leader motivates the employees that share a common belief in terms of committing
their best efforts for attaining the goal of companies (Martin, et. al., 2017).
From the outcome, it was found that I have scored moderately in the context of management‐by‐
exception factor that shows that I am able to tell others about their job requirements are satisfied
with the standard performance as well as, are great believers. For example, fairly often, I tell
others the standards they have to know to carry out their work.
During the lecture, I have developed my understanding that to make the best out of leadership;
an individual should understand the employees. I have generated my understanding that an
individual should open up two-way communication. It is also addressed that a leader should
address motivation (Shapiro, and Stefkovich, 2016).
From the outcome, I have learned that I have a low degree of laissez‐faire competency that
indicates I require little of others, are content to let things ride as well as, let others perform their
own thing. For example, sometimes, I am content to let others continue working in the same
ways always.
I have developed my understanding that an individual should listen to as well as, integrate the
belief with the motivation of a team can make them feel valued. Along with this, I have
developed my knowledge that a positive organizational culture initiates with these satisfied
workforces (Martin, et. al., 2017).
I have observed that most effective leadership involves the senses for truthfulness into practices.
It was also taught to me that a leader put clear aim in place that would aid in creating a positive

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image of the company in the mind of employees. It would also make competent the employees to
follow the members with no qualms as well as emotionally linking them to their journey (Spears,
and Lawrence, 2016).
Path-goal theory
Throughout the lecture, I have created my understanding regarding path-goal theory. In this way,
I have learned that a leader complements his compensations and workforces for their barriers.
Along with with this, I have also developed my understanding that the task-oriented components
of path-goal theory equivalents as situational leadership. I have also generated my knowledge
that an effective leader provides their workforces, dubbed followers through Mitchell and house,
as well as, develops the clear path they must follow in terms of attaining their goals (Johnson,
2017).
It is observed that this kind of supervision avoids the hurdles as well as pitfalls. It was also
taught to me that path-goal theory facilitates the ways to the leader to motivate as well as,
support their workforces in attaining their goals. It also involves rewards (Shapiro, and
Stefkovich, 2016). The result shows that I have a high degree of contingent reward, which shows
that I have the competency to tell others what to perform in order to be compensated, focuses
what a leader expect from them as well as, recognizes their attainment. For instance, fairly often,
I tell others what to do if they want to be rewarded for their work.

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References
Blanchard, J.M.F., 2015. The people’s republic of China leadership transition and its external
relations: Still searching for definitive answers. Journal of Chinese Political Science, 20(1),
pp.1-16.
Boin, A., Stern, E., and Sundelius, B., 2016. The politics of crisis management: Public
leadership under pressure. Cambridge University Press.
Frohlich, N. and Oppenheimer, J.A., 2015. Political leadership and collective goods (Vol. 1298).
Princeton University Press.
Heifetz, R. and Linsky, M., 2017. Leadership on the line, with a new preface: Staying alive
through the dangers of change. Harvard Business Press.
Johnson, C.E., 2017. Meeting the ethical challenges of leadership: Casting light or shadow. Sage
Publications.
Martin, B., Breunig, M., Wagstaff, M. and Goldenberg, M., 2017. Outdoor leadership. Human
Kinetics.
Mendenhall, M.E., Osland, J., Bird, A., Oddou, G.R., Stevens, M.J., Maznevski, M., and Stahl,
G.K. eds., 2017. Global leadership: Research, practice, and development. Routledge.
Renz, D.O., 2016. The Jossey-Bass handbook of nonprofit leadership and management. John
Wiley & Sons.
Sanders, J.O., 2017. Spiritual leadership: Principles of excellence for every believer. Moody
Publishers.
Shapiro, J.P. and Stefkovich, J.A., 2016. Ethical leadership and decision making in education:
Applying theoretical perspectives to complex dilemmas. Routledge.

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Spears, L.C. and Lawrence, M. eds., 2016. Practicing servant-leadership: Succeeding through
trust, bravery, and forgiveness. John Wiley & Sons.
Ward, J., 2016. Keeping the family business healthy: How to plan for continuing growth,
profitability, and family leadership. Springer.

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Appendix: Multifactor Leadership Questionnaire (MLQ) Form 6S
INSTRUCTIONS: This questionnaire provides a description of your leadership style. Twenty‐
one descriptive statements are listed below. Judge how frequently each statement fits you. The w
ord others may mean your followers, clients, or group members.
KEY 0 ‐ Not at all 1 ‐ Once in a while 2 = Sometimes 3 = Fairly often 4 = Frequently, if
not always
1. I make others feel good to be around me 4 0 1 2 3 4
2. I express with a few simple words what we could and should do 3 0 1 2 3 4
3. I enable others to think about old problems in new ways 4 0 1 2 3 4
4. I help others develop themselves 2 0 1 2 3 4
5. I tell others what to do if they want to be rewarded for their work 3 0 1 2 3 4
6. I am satisfied when others meet agreed‐upon standards 3 0 1 2 3 4
7. I am content to let others continue working in the same ways always 2 0 1 2 3 4
8. Others have complete faith in me 3 0 1 2 3 4
9. I provide appealing images about what we can do 2 0 1 2 3 4
10. I provide others with new ways of looking at puzzling things 3 0 1 2 3 4
11. I let others know how I think they are doing 1 0 1 2 3 4
12. I provide recognition/rewards when others reach their goals 3 0 1 2 3 4
13. As long as things are working, I do not try to change anything 0 0 1 2 3 4
14. Whatever others want to do is OK with me 1 0 1 2 3 4
15. Others are proud to be associated with me 3 0 1 2 3 4
16. I help others find meaning in their work 4 0 1 2 3 4
17. I get others to rethink ideas that they had never questioned before 0 0 1 2 3 4.

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18. I give personal attention to others who seem rejected 3 0 1 2 3 4
19. I call attention to what others can get for what they accomplish 4 0 1 2 3 4
20. I tell others the standards they have to know to carry out their work 3 0 1 2 3 4
21. I ask no more of others than what is absolutely essential 1 0 1 2 3 4
SCORING
The MLQ‐6S measures your leadership on seven factors related to transformational leadership.
Your score for each factor is determined by summing three specified items on the questionnaire.
For example, to determine your score for factor 1, Idealized influence, sum your responses for ite
ms 1, 8, and 15. Complete this procedure for all seven factors.
Idealized influence (items 1, 8, and 15) _10 Factor 1 (HIGH)
Inspirational motivation (items 2, 9, and 16) 8 Factor 2 (MODERATE)
Intellectual stimulation (items 3, 10, and 17) 7 Factor 3 (MODERATE)
Individual consideration (items 4, 11, and 18) 6 Factor 4 (MODERATE)
Contingent reward (items 5, 12, and 19) 10 Factor 5 (HIGH)
Management‐by‐exception (items 6, 13, and 20) 6 Factor 6 (MODERATE)
Laissez‐faire leadership (items 7, 14, and 21) 4 Factor 7 (LOW)
Score range: HIGH=9-12, MODERATE= 5-8, LOW=0-4