Description
Complete the Leader’s Self-Insights for the chapter. Write at least a paragraph for each. Describe in that paragraph your results (specific scores) and what the results mean. Include corroborating examples from your personal experiences and beliefs to support or refute the findings in each of the instruments. Use APA format with 12 font, a heading, and double space
Unformatted Attachment Preview
The Leadership Experience
Sixth Edition
Leader’s Self-Insight Self Assessments
Leader’s Self-Insight 1.1
Your Learning Style: Using Multiple Intelligences
Instructions: Multiple-intelligence theory suggests that there are several different ways of learning about things in a topsyturvy world; hence there are multiple “intelligences,” of which five are interpersonal (learn via interactions with others),
intrapersonal (own inner states), logical–mathematical (rationality and logic), verbal-linguistic (words and language), and
musical (sounds, tonal patterns, and rhythms). Most people prefer one or two of the intelligences as a way of learning, yet each
person has the potential to develop skills in each of the intelligences.
The items below will help you identify the forms of intelligence that you tend to use or enjoy most, as well as the forms that
you use less. Please check each item below as Mostly False or Mostly True for you.
Mostly
False
Mostly
True
1. I like to work with and solve
complex problems.
2. I recently wrote something that I
am especially proud of.
3. I have three or more friends.
4. I like to learn about myself
through personality tests.
5. I frequently listen to music on the
radio or iPod-type player.
6. Math and science were among
my favorite subjects.
7. Language and social studies were
among my favorite subjects.
8. I am frequently involved in social
activities.
9. I have or would like to attend
personal growth seminars.
10. I notice if a melody is out of tune
or off key.
11. I am good at problem solving
that requires logical thinking.
12. My conversations frequently
include things I’ve read or heard
about.
13. When among strangers, I easily
find someone to talk to.
14. I spend time alone meditating,
reflecting, or thinking.
15. After hearing a tune once or
twice, I am able to sing it back
with some accuracy.
Scoring and Interpretation
Count the number of items checked Mostly True that represent each of the five intelligences as indicated below.
•
Questions 1, 6, 11: Logical–mathematical intelligence.
•
# Mostly True = .
Questions 2, 7, 12: Verbal–linguistic intelligence.
•
# Mostly True = .
Questions 3, 8, 13: Interpersonal intelligence.
•
# Mostly True = .
Questions 4, 9, 14: Intrapersonal intelligence.
•
# Mostly True = .
Questions 5, 10, 15: Musical intelligence.
# Mostly True = .
Educational institutions tend to stress the logical–mathematical and verbal–linguistic forms of learning. How do your
intelligences align with the changes taking place in the world? Would you rather rely on using one intelligence in depth or
develop multiple intelligences? Any intelligence above for which you received a score of three is a major source of learning for
you, and a score of zero means you may not use it at all. How do your intelligences fit your career plans and your aspirations
for the type of leader you want to be?
Sources: Based on Kirsi Tirri, Petri Nokelainen, and Martin Ubani, “Conceptual Definition and Empirical Validation of the Spiritual Sensitivity Scale,”Journal of
Empirical Theology 19 (2006), pp. 37–62; and David Lazear, “Seven Ways of Knowing: Teaching for Multiple Intelligences,” (Palatine, IL: IRI/Skylight Publishing,
1991).
Leader’s Self-Insight 1.2
Your Leadership Potential
Instructions: Questions 1–6 below are about you right now. Questions 7–14 are about how you would like to be if you were
the head of a major department at a corporation. Answer Mostly False or Mostly True to indicate whether the item describes
you accurately or whether you would strive to perform each activity as a department head.
Now
Mostly
False
Mostly
True
1. When I have a number of tasks or
homework assignments to do, I set
priorities and organize the work to
meet the deadlines.
2. When I am involved in a serious
disagreement, I hang in there and
talk it out until it is completely
resolved.
3. I would rather sit in front of my
computer than spend a lot of time
with people.
4. I reach out to include other people
in activities or when there are
discussions.
5. I know my long-term vision for
career, family, and other activities.
6. When solving problems, I prefer
analyzing things myself to working
through them with a group of
people.
Head of Major Department
1. I would help subordinates clarify
goals and how to reach them.
2. I would give people a sense of
long-term mission and higher
purpose.
3. I would make sure jobs get out on
time.
4. I would scout for new product or
service opportunities.
5. I would give credit to people who
Mostly
False
Mostly
True
Head of Major Department
Mostly
False
Mostly
True
do their jobs well.
6. I would promote unconventional
beliefs and values.
7. I would establish procedures to
help the department operate
smoothly.
8. I would verbalize the higher
values that I and the organization
stand for.
Scoring and Interpretation
Count the number of Mostly True answers to even-numbered questions: . Count the number of Mostly True answers to oddnumbered questions: . Compare the two scores.
The even-numbered items represent behaviors and activities typical of leadership. Leaders are personally involved in shaping
ideas, values, vision, and change. They often use an intuitive approach to develop fresh ideas and seek new directions for the
department or organization. The odd-numbered items are considered more traditional management activities. Managers
respond to organizational problems in an impersonal way, make rational decisions, and work for stability and efficiency.
If you answered yes to more even-numbered than odd-numbered items, you may have potential leadership qualities. If you
answered yes to more odd-numbered items, you may have management qualities. Management qualities are an important
foundation for new leaders because the organization first has to operate efficiently. Then leadership qualities can enhance
performance. Both sets of qualities can be developed or improved with awareness and experience.
Sources: Based on John P. Kotter, Leading Change (Boston, MA: Harvard Business School Press, 1996), p. 26; Joseph C. Rost, Leadership for the Twenty-first
Century (Westport, CT: Praeger, 1993), p. 149; and Brian Dumaine, “The New Non-Manager Managers,” Fortune (February 22, 1993), pp. 80–84.
Leader’s Self-Insight 1.3
Are You on a Fast Track to Nowhere?
Instructions: Many people on the fast track toward positions of leadership find themselves suddenly derailed and don’t know
why. Many times, a lack of people skills is to blame. To help you determine whether you need to work on your people skills,
take the following quiz, answering each item as Mostly False or Mostly True. Think about a job or volunteer position you have
now or have held in the past as you answer the following items.
People Skills
Mostly
False
Mostly
True
1. Other people describe me as
very good with people.
2. I frequently smile and laugh with
teammates or classmates.
3. I frequently reach out to engage
people, even strangers.
4. I often express appreciation to
other people.
Dealing with Authority
Mostly
False
Mostly
True
Mostly
False
Mostly
True
1. I quickly speak out in meetings
when leaders ask for comments or
ideas.
2. If I see a leader making a decision
that seems harmful, I speak up.
3. I experience no tension when
interacting with senior managers,
either inside or outside the
organization.
4. I have an easy time asserting
myself toward people in authority.
Networking
1. I spend part of each week
networking with colleagues in
other departments.
2. I have joined multiple
organizations for the purpose of
making professional contacts.
3. I frequently use lunches to meet
and network with new people.
4. I actively maintain contact with
peers from previous organizations.
Scoring and Interpretation
Tally the number of “Mostly Trues” checked for each set of questions.
•
•
•
People Skills:
Dealing with Authority:
Networking:
If you scored 4 in an area, you’re right on track. Continue to act in the same way.
If your score is 2–3, you can fine-tune your skills in that area. Review the questions where you said Mostly False and work to
add those abilities to your leadership skill set.
A score of 0–1 indicates that you may end up dangerously close to derailment. You should take the time to do an in-depth selfassessment and find ways to expand your interpersonal skills.
Leader’s Self-Insight 1.4 (Online-Only)
Intolerance of Ambiguity
Instructions: Rate each statement below from 1-7 based on whether you Strongly Agree through Strongly
Disagree. There are no right or wrong answers so answer honestly to receive accurate feedback. [Insert seven
columns to the right with headings of Strongly Agree, Moderately Agree, Slightly Agree, neither Agree nor
Disagree, Slightly Disagree, Moderately Disagree, and Strongly Disagree]
Strongly
Strongly
Agree
Disagree
7
6
5
4
3
2
1
1. An expert who doesn’t come up with a definite answer probably doesn’t know too much.
2. I would like to live in a foreign country for all while.
3. There is really no such thing as a problem that can’t be solved.
4. People who live their lives to a schedule probably miss most of the joy of living.
5. A good job is one where what is done and how it is to be done are always clear.
6. It is more fun to tackle a complicated problem than to solve a simple one.
7. In the long run it is possible to get more done by tackling small, simple problems rather than large and
complicated ones.
8. Often the most interesting and stimulating people are those who don’t mind being different and original.
9. What we are used to is always preferable to what is unfamiliar.
10. People who insist upon a yes or no answer just don’t know how complicated things really are.
11. A person who leaves and even, regular life in which few surprises or unexpected happenings arise really has
a lot to be grateful for.
12. Many of our most important decisions are based upon insufficient information.
13. I like parties were I know most of the people more than once were all or most of the people are complete
strangers.
14. Teachers or supervisors who hand out vague assignments give one a chance to show initiative and
originality.
15. The sooner we all acquire similar values and ideals the better.
16. A good teacher is one who makes you wonder about your way of looking at things.
Scoring and Interpretation Sum the odd-numbered statements, giving 7 points for each Strongly Agree, 6
points for each Moderately Agee, 5 points for Slightly Agree, 4 points for Neither Agree nor Disagree, 3 points
for Slightly Disagree, 2 points for Moderately Disagree, and 1 point for each Strongly Disagree. Reverse score
the even-numbered statements, giving 7 points for each Strongly Disagree through 1 point for each Strongly
Agree.) Total Score: _____.
These questions were originally designed to help identify students who would be comfortable with the
ambiguity associated with the practice of medicine. Leaders also must manage ambiguity in their dealings with
rapid change, strategy, people, and social and political dynamics. Intolerance of ambiguity means that an
individual tends to perceive novel, complex, and ambiguous situations as potentially threatening rather than as
desirable. A high score means greater intolerance of ambiguity. A low score means that you tolerate ambiguity
and likely see promise and potential in ambiguous situations. Leaders make most decisions under conditions of
some or much ambiguity, so learning to be comfortable with ambiguity is something to work toward as a leader.
New York psychology students had an average score of 50.9 on the above questions, New York evening
students 53.0, Nursing students 51.9, Far East medical students, 44.6, and Midwestern medical students, 45.2.
Source: S. Budner, “Intolerance of Ambiguity as a Personality Variable,” Journal of Personality 30 (1962), pp.
29-59.
Leader’s Self-Insight 2.1
Rate Your Optimism
Instructions: This questionnaire is designed to assess your level of optimism as reflected in your hopefulness about the
future. There are no right or wrong answers. Please indicate your personal feelings about whether each statement is Mostly
False or Mostly True by checking the answer that best describes your attitude or feeling.
Mostly
False
Mostly
True
1. I nearly always expect a lot from
life.
2. I try to anticipate when things will
go wrong.
3. I always see the positive side of
things.
4. I often start out expecting the
worst, although things usually
work out okay.
5. I expect more good things to
happen to me than bad.
6. I often feel concern about how
things will turn out for me.
7. If something can go wrong for
me, it usually does.
8. Even in difficult times, I usually
expect the best.
9. I am cheerful and positive most of
the time.
I consider myself an optimistic
person.
Scoring and Interpretation
Give yourself one point for checking Mostly True for items 1, 3, 5, 8, 9, 10. Also give yourself one point for checking Mostly
False for items 2, 4, 6, 7. Enter your score here: . If your score is 8 or higher, it may mean that you are high on optimism. If your
score is 3 or less, your view about the future may be pessimistic. For the most part, people like to follow a leader who is
optimistic rather than negative about the future. However, too much optimism may exaggerate positive expectations that are
never fulfilled. If your score is low, what can you do to view the world through a more optimistic lens?
Source: These questions were created based on several sources.
Leader’s Self-Insight 2.2
What’s Your Leadership Orientation?
Instructions: The following questions ask about your personal leadership orientation. Each item describes a specific kind of
behavior but does not ask you to judge whether the behavior is desirable or undesirable.
Read each item carefully. Think about how frequently you engage in the behavior described by the item in a work or school
group. Please indicate whether each statement is Mostly False or Mostly True by checking the answer that best describes your
behavior.
Mostly
False
Mostly
True
1. I put into operation suggestions
agreed to by the group.
2. I treat everyone in the group
with respect as my equal.
3. I back up what other people in
the group do.
4. I help others with their personal
problems.
5. I bring up how much work
should be accomplished.
6. I help assign people to specific
tasks.
7. I frequently suggest ways to fix
problems.
8. I emphasize deadlines and how
to meet them.
Scoring and Interpretation
Consideration behavior score—count the number of checks for Mostly True for items 1–4. Enter your consideration score
here:.
A higher score (3 or 4) suggests a relatively strong orientation toward consideration behavior by you as a leader. A low score
(2 or less) suggests a relatively weak consideration orientation.
Initiating structure behavior score—count the number of checks for Mostly True for items 5–8. Enter your initiating structure
score here: .
A higher score (3 or 4) suggests a relatively strong orientation toward initiating structure behavior by you as a leader. A low
score (2 or less) suggests a relatively weak orientation toward initiating structure behavior.
Source: Sample items adapted from: Edwin A Fleishman’s Leadership Opinion Questionnaire. (Copyright 1960, Science Research Associates, Inc., Chicago, IL.)
This version is based on Jon L. Pierce and John W. Newstrom, Leaders and the Leadership Process: Readings, Self-Assessments & Applications, 2nd ed. (Boston:
Irwin McGraw-Hill, 2000).
Leader’s Self-Insight 2.3
Your “LMX” Relationship
Instructions: What was the quality of your leader’s relationship with you? Think back to a job you held and recall your
feelings toward your leader, or if currently employed use your supervisor. Please answer whether each item below was Mostly
False or Mostly True for you.
Mostly
False
Mostly
True
1. I very much liked my supervisor
as a person.
2. My supervisor defended my work
to people above him if I made a
mistake.
3. The work I did for my supervisor
went well beyond what was
required.
4. I admired my supervisor’s
professional knowledge and
ability.
5. My supervisor was enjoyable to
work with.
6. I applied extra effort to further
the interests of my work group.
7. My supervisor championed my
case to others in the organization.
8. I respected my supervisor’s
management competence.
Scoring and Interpretation
LMX theory is about the quality of a leader’s relationship with subordinates. If you scored 6 or more Mostly True, your
supervisor clearly had an excellent relationship with you, which is stage two in Exhibit 2.6. You had a successful dyad. If your
supervisor had an equally good relationship with every subordinate, that is a stage-three level of development (partnership
building). If you scored 3 or fewer Mostly True, then your supervisor was probably at level one, perhaps with different
relationships with subordinates, some or all of which were unsuccessful. What do you think accounted for the quality of your
and other subordinates’ relationships (positive or negative) with your supervisor? Discuss with other students to learn why
some supervisors have good LMX relationships.
Source: Based on Robert C. Liden and John M. Maslyn, “Multidimensionality of Leader–Member Exchange: An Empirical Assessment through Scale
Development,” Journal of Management 24 (1998), pp. 43–72.
Leader’s Self-Insight 2.4 (Online-Only)
How Self-Confident Are You?
This questionnaire is designed to assess your level of self-confidence as reflected in a belief in your ability to
accomplish a desired outcome. There are no right or wrong answers. Please indicate your personal feelings
about whether each statement is Mostly False or Mostly True by checking the answer that best describes your
attitude or feeling.
Mostly False
1. When I make plans, I am certain I can
Mostly True
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
make them work.
2. One of my problems is that I often
cannot get down to work when I
should.
3. When I set important goals for myself,
I rarely achieve them.
4. I often give up on things before
completing them.
5. I typically put off facing difficult
situations.
6. If something looks too complicated, I
may not even bother to try it.
7. When I decide to do something, I go
right to work on it.
8. When an unexpected problem occurs, I
Mostly False
Mostly True
often don’t respond well.
9. Failure just makes me try harder.
__________
__________
10. I consider myself a self-reliant person.
__________
__________
Scoring and Interpretation: Give yourself one point for checking Mostly True for items 1, 7, 9, and 10. Also
give yourself one point for checking Mostly False for items 2, 3, 4, 5, 6, and 8. Enter your score here: _____. If
your score is 8 or higher, it may mean that you are high on self-confidence. If your score is 3 or less, your selfconfidence may be low. If your score is low, what can you do to increase your self-confidence?
Source: This is part of the general self-efficacy subscale of the self-efficacy scale published in M. Sherer, J. E.
Maddux, B. Mercadante, W. Prentice-Dunn, B. Jacobs, and R. W. Rogers, “The Self-Efficacy Scale:
Construction and Validation,” Psychological Reports 51 (1982), pp. 663-671.
Leader’s Self-Insight 3.1
T–P Leadership Questionnaire: An Assessment of Style
Instructions: The following items describe aspects of leadership behavior.Assume you are the appointed leader of a student
group and feel the pressure for performance improvements to succeed. Respond to each item according to the way you would most
likely act in this pressure situation. Indicate whether each item below is Mostly False or Mostly True for you as a work-group
leader.
Mostly
False
Mostly
True
1. I would hold members personally
accountable for their
performance.
2. I would assign members to
specific roles and tasks.
3 I would ask the members to
work harder.
4. I would check on people to know
how they are doing.
5. I would focus more on execution
than on being pleasant with
members.
6. I would try to make members’
work more pleasant.
7. I would focus on maintaining a
pleasant atmosphere on the
team.
8. I would let members do their
work the way they think best.
9. I would be concerned with
people’s personal feelings and
welfare.
10. I would go out of my way to be
helpful to members.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your “T” score represents task orientation and is the number of Mostly
True answers for questions 1–5. Your “P” score represents your people or relationship orientation and is the number of Mostly
True answers for questions 6–10. A score of 4 or 5 would be considered high for either T or P. A score of 0 or 1 would be
considered low. T = . P =.
Some leaders focus on people needs, leaving task concerns to followers. Other leaders focus on task details with the
expectation that followers will carry out instructions. Depending on the situation, both approaches may be effective. The
important issue is the ability to identify relevant dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two dimensions of task orientation (T) and people orientation
(P). These are not opposite approaches, and an individual can rate high or low on either or both.
What is your leadership orientation? Compare your results from this assignment to your result from the quiz in Leader’s SelfInsight 2.2 in the previous chapter. What would you consider an ideal leader situation for your style?
Source: Based on the T–P Leadership Questionnaire as published in “Toward a Particularistic Approach to Leadership Style: Some Findings,” by T. J. Sergiovanni,
R. Metzcus, and L. Burden, American Educational Research Journal 6, no. 1 (1969), pp. 62–79.
Leader’s Self-Insight 3.2
Are You Ready?
Instructions: A leader’s style can be contingent upon the readiness level of followers. Think of yourself working in your
current or former job. Answer the questions below based on how you are on that job. Please answer whether each item is
Mostly False or Mostly True for you in that job.
Mostly
False
Mostly
True
1. I typically do the exact work
required of me, nothing more or
less.
2. I am often bored and uninterested
in the tasks I have to perform.
3. I take extended breaks whenever
I can.
4. I have great interest and
enthusiasm for the job.
5. I am recognized as an expert by
colleagues and coworkers.
6. I have a need to perform to the
best of my ability.
7. I have a great deal of relevant
education and experience for this
type of work.
8. I am involved in “extra-work”
activities such as committees.
9. I prioritize my work and manage
my time well.
Scoring and Interpretation
In the situational theory of leadership, the higher the follower’s readiness, the more participative and delegating the leader can
be. Give yourself one point for each Mostly False answer to items 1–3 and one point for each Mostly True answer to items 4–9.
A score of 8–9 points would suggest a “very high” readiness level. A score of 7–8 points would indicate a “high” readiness level.
A score of 4–6 points would suggest “moderate” readiness, and 0–3 points would indicate “low” readiness. What is the
appropriate leadership style for your readiness level? What leadership style did your supervisor use with you? What do you
think accounted for your supervisor’s style? Discuss your results with other students to explore which leadership styles are
actually used with subordinates who are at different readiness levels.
© Cengage Learning
Leader’s Self-Insight 3.3
Measuring Substitutes for Leadership
Instructions: Think about your current job or a job you have held in the past. Please answer whether each item below is
Mostly False or Mostly True for you in that job.
Mostly
False
Mostly
True
1. Because of the nature of the tasks
I perform, there is little doubt
about the best way to do them.
2. My job duties are so simple that
almost anyone could perform them
well after a little instruction.
3. It is difficult to figure out the best
way to do many of my tasks and
activities.
4. There is really only one correct
way to perform most of the tasks I
do.
5. After I’ve completed a task, I can
tell right away from the results I
get whether I have performed it
correctly.
6. My job is the kind where you can
finish a task and not know if
you’ve made a mistake or error.
7. Because of the nature of the tasks
I do, it is easy for me to see when
I have done something
exceptionally well.
8. I get lots of satisfaction from the
work I do.
9. It is hard to imagine that anyone
could enjoy performing the tasks I
have performed on my job.
10. My job satisfaction depends
primarily on the nature of the
tasks and activities I perform.
Scoring and Interpretation
For your task structure score, give yourself one point for Mostly True answers to items 1, 2, and 4, and for a Mostly False
answer to item 3. This is your score for Task Structure:
For your task feedback score, give yourself one point for Mostly True answers to items 5 and 7, and for a Mostly False answer
to item 6. This is your score for Task Feedback:
For your intrinsic satisfaction score, score one point for Mostly True answers to items 8 and 10, and for a Mostly False answer
to item 9. This is your score for Intrinsic Satisfaction:
A high score 3 or 4) for Task Structure or Task Feedback indicates a high potential for those elements to act as a substitute
for task-oriented leadership. A high score (3) for Intrinsic Satisfaction indicates the potential to be a substitute for peopleoriented leadership. Does your leader adopt a style that is complementary to the task situation, or is the leader guilty
ofleadership overkill? How can you apply this understanding to your own actions as a leader?
Source: Based on “Questionnaire Items for the Measurement of Substitutes for Leadership,” Table 2 in Steven Kerr and John M. Jermier, “Substitutes for
Leadership: Their Meaning and Measurement,” Organizational Behavior and Human Performance 22 (1978), pp. 375–403.
Leader’s Self-Insight 3.4 (Online-Only)
Is Your Style Flexible?
Think about your behavior in work and social situations. Answer the questions below based on how you try to
behave in diverse situations. Please answer whether each item is Mostly False or Mostly True for you.
Mostly False
1. In different situations with different people I
often act like a very different person.
2. I would not change my opinions or behavior in
order to please someone else.
3. I do not attempt to say or do things that make a
good image for other people.
4. Even if I am not liking something, I often act
like I do.
5. In order to make a good impression, I try to be
what people expect me to be.
6. I am good at improvisational games like
charades.
7. Once I know what a situation calls for, it is easy
for me to act accordingly.
8. I tend to show different sides of myself to
different people.
9. I can adjust my behavior to meet the
requirements of any situation.
10. I have trouble changing the image that I present
Mostly True
to other people.
Scoring and Interpretation
In the situational theories of leadership, leaders may need to act differently depending on the situation, such as
the readiness level of followers. The self-observation and ability to behave and express oneself differently in
response to situational cues is called self-monitoring. High self-monitors can vary their behavior and emotional
expression quite markedly across situations, and thus may be able to change their leadership style according to
the specific needs of followers or other aspects of the situation. Low self-monitors tend to behave the same way
in different situations. Give yourself one point for each Mostly True answer to items 1, 4, 5, 6, 7, 8, 9 and one
point for each Mostly False answer to items 2, 3, 10. A score of 8–10 points would suggest a “high” selfmonitor and thus a more flexible leadership style. A score of 4-7 points would indicate a “moderate” level of
self-monitoring. A score of 0–3 points would indicate “low” self-monitoring. What level of self-monitoring do
you think is appropriate for a leader? Does changing behavior to suit the situation seem real? Discuss your
results with other students to explore the extent to which leadership styles might vary to meet the needs of
subordinates who are at different readiness levels.
Source: Adapted from Mark Snyder, “Self-Monitoring of Expressive Behavior,” Journal of Personality and
Social Psychology 1974, 30, 4, 526-537; Richard D. Lennox and Raymond N. Wolfe, “Revision of the SelfMonitoring Scale, Journal of Personality and Social Psychology, 1984, 46, 6, 1349-1364; and Stephen R.
Briggs, Jonathan M. Cheek, and Arnold H. B Buss, “And Analysis of the Self-Monitoring Scale,” Journal of
Personality and Social Psychology, 1980, 38, 4, 679-686.
Leader’s Self-Insight 4.1
The Big Five Personality Dimensions
Instructions: Each individual’s collection of personality traits is different; it is what makes us unique. But, although
each collection of traits varies, we all share many common traits. The following phrases describe various traits and behaviors.
Rate how accurately each statement describes you, based on a scale of 1 to 5, with being very inaccurate and very accurate.
Describe yourself as you are now, not as you wish to be. There are no right or wrong answers.
12345
Very Inaccurate
Very Accurate
Extroversion
I love large parties.
12345
I feel comfortable around people.
12345
I talk to a lot of different people at social
gatherings.
12345
I like being the center of attention.
12345
Neuroticism (Low Emotional Stability)
I often feel critical of myself.
12345
I often envy others.
12345
I am temperamental.
12345
I am easily bothered by things.
12345
Agreeableness
I am kind and sympathetic.
12345
I have a good word for everyone.
12345
I never insult people.
12345
I put others first.
12345
Openness to New Experiences
I am imaginative.
12345
I prefer to vote for liberal political candidates. 1 2 3 4 5
I really like art.
12345
I love to learn new things.
12345
Conscientiousness
I am systematic and efficient.
12345
I pay attention to details.
12345
I am always prepared for class.
12345
I put things back where they belong.
12345
Which are your most prominent traits? For fun and discussion, compare your responses with those of classmates.
Source: These questions were adapted from a variety of sources.
Leader’s Self-Insight 4.2
Measuring Locus of Control
Instructions: For each of these questions, indicate the extent to which you agree or disagree using the following scale:
1 = Strongly disagree
5 = Slightly agree
2 = Disagree
6 = Agree
3 = Slightly disagree
7 = Strongly agree
4 = Neither agree nor disagree
Strongly
Disagree
Strongly
Agree
1. When I get what I want,
it’s usually because I
worked hard for it.
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2. When I make plans, I am
almost certain to make
them work.
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3. I prefer games involving
some luck over games
requiring pure skill.
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4. I can learn almost
anything if I set my mind
to it.
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5. My major
accomplishments are
entirely due to my hard
work and ability.
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6. I usually don’t set goals,
because I have a hard
time following through
on them.
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7. Competition discourages
excellence.
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8. Often people get ahead
just by being lucky.
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9. On any sort of exam or
competition, I like to
know how well I do
relative to everyone else.
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10. It’s pointless to keep
working on something
that’s too difficult for me.
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Scoring and Interpretation
To determine your score, reverse the values you selected for questions 3, 6, 7, 8, and 10 (1 = 7, 2 = 6, 3 = 5, 4 = 4, 5 = 3, 6 = 2, 7
= 1). For example, if you strongly disagreed with the statement in question 3, you would have given it a value of 1. Change this
value to a 7. Reverse the scores in a similar manner for questions 6, 7, 8, and 10. Now add the point values from all questions
together.
Your score:
This questionnaire is designed to measure locus of control beliefs. Researchers using this questionnaire in a study of college
students found a mean of for men and for women, with a standard deviation of 6 for each. The higher your score on this
questionnaire, the more you tend to believe that you are generally responsible for what happens to you; in other words, high
scores are associated with internal locus of control. Low scores are associated with external locus of control. Scoring low
indicates that you tend to believe that forces beyond your control, such as powerful other people, fate, or chance, are
responsible for what happens to you.
So
