The chapter on leadership includes an activity at the end titled "Transactional Versus Transformational Leadership." Take the diagnostic test and interpret your results. What does this say about your leadership style? What other types of leadership traits do you prefer? Can managers be both transformational and transactional leaders?

were your most influential models of lead- Transactional Versus ership? What were your earliest leadership Transformational Leadership experiences like? What qualities of leader- ship do you find most attractive? Why do Instructions. For each of the following you think you chose these particular quali- 10 pairs of statements, divide 5 points ties? How would you rate yourself in terms between the two according to your beliefs of these qualities? What other leadership and perceptions of yourself or according traits might you develop? What leadership to which of the two statements charac- styles or strategies do you employ most terizes you better. The 5 points may be frequently? What were the influences divided between the a and b statements that led you to use these approaches as in any one of the following ways: 5 for a, 0 opposed to others? How would you like to for b; 4 for a, 1 for b; 3 for a, 2 for b; 1 for grow in terms of your capacity for leader- a, 4 for b; and 0 for a, 5 for b. They cannot ship? How do you think you will? What will be divided equally (2.5 for each) between be necessary for this to occur? What are the two. Weigh your choices between the the issues that you believe leaders of the two according to the one that better char- future will have to confront? What is your acterizes you or your beliefs. philosophy of leadership? 1. a. As a leader, I have a primary A Debate Topic mission of maintaining stability. Earlier, we wrote the following about Hitler: b. As a leader, I have a primary mission of change. Whereas Burns would say that Hitler's leadership was not 2. a. As a leader, I must cause transformational because it did not events. further good in the society, Bass b. As a leader, I must facilitate contended that Germany still was events.AR =0 | am concerned that my followers are rewarded equitably for their work. | am concerned about what my followers want in life. My preference is to think long rangewhat might be. My preference is to think short rangewhat is realistic. As a leader, | spend considerable energy in managing separate but related goals. . As aleader, | spend considerable energy in arousing hopes, expectations, and aspirations among my followers. Although not in a formal classroom sense, | believe that a significant part of my leadership is that of teacher. | believe that a significant part of my leadership is that of facilitator. As a leader, | must engage with followers at an equal level of morality. . As aleader, | must represent a higher morality. | enjoy stimulating followers to want to do more. | enjoy rewarding followers for a job well done. Leadership should be practical. Leadership should be inspirational. LoCQuUSID I 11 Wi s gl eaunging . What power | have to influence others comes primarily from my ability to get people to identify with me and my ideas. . What power | have to influence others comes primarily from my status and position. Scoring. Circle your points for ltems 1b, 2a, 3b, 4a, b5b, 6a, 7b, 8a, 9b, and 10a and add up the total points you allocated to these items; enter the score here: = Next, add up the total points given to the uncircled Items 1a, 2b, 3a, 4b, 5a, 6b, 7a, 8b, 9a, and 10b; enter the score here: Ta= Interpretation. This instrument gives an impression of your tendencies toward transformational leadership (your Tf score) and transactional leadership (your Ta score). Refer to the chapter's discussion of trans- actional and transformational leadership to interpret your scores. Assessing Your Leadership Style David Campbell (n.d.), the H. Smith Richardson Senior Fellow at the Center for Creative Leadership (CCL), produced an interesting assessment device. CCL, a nonprofit educational institution founded in 1970, develops models of effective managerial practice and applies them as guides for assessment and develop- ment. Following are the categories that Campbell uses for assessing leadership capacitiescategories that you can use in your own informal examination of your leadership capacities. Rate yourself and have others rate you on a scale of 1 to 5 for each category. Try to think of specific examples of how you have displayed each characteristic. Leadership Ambitious: Determined to make progress, likes to compete Daring: Willing to try new experiences, is risk oriented Dynamic: Takes charge, inspires others, is seen as a leader Enterprising: Works well with the complexities of change Experienced: Has a good background Farsighted: Looks ahead, plans, is a visionary Original: Sees the world differently, has many new ideas Persuasive: Articulate and persuasive in influencing others Energy/Affability Affectionate: Acts close, warm, and nurturing Considerate: Thoughtful, is willing to work with others Empowering: Motivates others and helps them to achieve Entertaining: Clever and amusing, enjoys people Friendly: Pleasant to be around, smiles easily Dependability Credible: Open and honest, inspires trust Organized: Plans ahead and follows through Productive: Uses time and resources well Thrifty: Uses and manages money wisely Resilience Calm: Has an unhurried and unruffled manner Flexible: Easily adjusts to changes Optimistic: Positive, handles personal challenges well Trusting: Trusts and believes in others Source: Reprinted by permission of NCS London House. Leadership When No One Is in Charge: A Case Study A small work team consisting of Eddie, Cyndi, Gina, Jennifer, and Ralph was asked to meet after work to come up with a theme for the company picnic to be held the third of July at a park on the outskirts of town. No one had a great deal of enthu- siasm for this projector the idea of stay- ing after work. All were silent for the first few min- utes, each probably hoping someone else would come up with an idea that would make this chore go away. When it was apparent that no one was going to take the lead, Gina said, \"None of us wants to be here. Let's just make it a Fourth of July party and be done with it.\" A couple of heads nodded, but Ralph responded, \"I'd love to get out of here, too, but couldn't we come up with some- thing a little more inventive than that? You know, the boss will be paying attention to this.\" \"Well, Mr. Brown-nose,\" Cyndi laughed, \"still after that raise you didn't get last quar- ter?\" Several members of the group smiled, although they could sense an underlying tension between Ralph and Cyndi