Leaders’ personality traits affect their actions and therefore their leadership styles. This assignment helps you to understand the link between personality and leadership behavioral styles. You are to write a brief paper integrating your self-reflection in the areas noted below, using the concepts and theories from the course material. This paper is expected to reflect your thoughtful, professional writing. As support, I suggest that the paper include three parts. The guidelines for each part are as follows.
Part One. Personality Analysis
(1) Use the two tables below to report your Self-Assessment 1 & 2 results and paste these two tables at the very beginning of your paper. The information in this table will be kept confidential and used for the purpose of this academic assignment only.
Table 1 Results of Self-Assessment 1-Personality
Big Five (OCEAN) Your Score Sample Mean a Myers-Briggs (MBTI) Your Score Sample Mean
Extraversion 11 13.1 (13.2) Introversion (I) 16 20.3
Agreeableness 15 14.7 (16.0) Extraversion (E) 24 19.7
Conscientiousness 14 14.4 (13.5) Sensing (S) 33 22.5
Neuroticism 7 10.7 (10.3) Intuition (N) 7 17.5
Openness to Experience 14 14.2 (14.8) Thinking (T) 32 22.1
Emotional Intelligence (EI) 5 or↑ Sample Mean Feeling (F) 8 17.9
Self-Awareness 7 8.9 Judging (J) 19 23.7
Self-Regulation 7 6.2 Perceiving (P) 21 16.3
Motivation 0 5.1 Overall MBTI Type (4 letters) ESTP
Empathy 12 15.1
Social Skill 5 9.6 Locus of Control (LOC) 3 5.4
Table 2 Results of Self-Assessment 2- Leadership Styles
Transformational Leadership (TFL) Your Score Sample Mean
TFL Charisma (TFL1) 3.6 4.0
Hi Expectation (TFL2) 3 3.7
Individualized Support (TFL3) 4.5 4.1
Intellectual Stimulation (TFL4) 3.75 3.9
Overall Mean of TFL (average of all 12 items from A-1 to A-4) 3.75 3.9
Empowering Leadership (EPL)
Enhancing the Meaningfulness of work (EPL1) 3.66 4.2
Fostering Participation in Decision Making (EPL2) 3.33 3.7
Expressing Confidence in High Performance (EPL3) 4 4.3
Providing Autonomy from Bureaucratic Constraints (EPL4) 4 3.6
Overall Mean of EPL (average of all 12 items from B-1 to B-4) 3.75 4.0
Benevolent Paternalistic Leadership (Average of 13 items in A-5) 3.46 3.1
Transactional Leadership (Average of 4 items in A-6) 4.25 4.4
Servant Leadership (Average of 7 items in B-5) 3.14 3.8
N=151
a, The numbers in the parentheses are the Norm numbers in the chart at the end of the Big Five test in Self-Assessment 1.
(2) Then, look across the test results in Table 1 to analyze and integrate the results. After all, the results of these tests reflect you as a person from different angles. Therefore, you are the reason why the different tests are inherently related in some ways rather than existing independently. You job is to make links and construe the numbers across the different tests. Write about how the test results coherently or incoherently reflect you as a person. To do so, you need to compare and contrast the results across different tests. I suggest that you think about what are the key messages that you get from the different test results in Table 1? For example:
1) Which numbers from different tests (i.e., OCEAN, MBTI, EI, and/or LOC) collectively suggest how you manage emotions? Are they coherent or contradicting each other? Why? Do they tell you anything you did not know?
2) Which numbers from different tests collectively indicate how you manage social relations? Are they coherent or contradicting each other? Why?
3) Which numbers from different tests collectively suggest how you approach work? Are they coherent or contradicting each other? Why? Do they tell you anything you did not know?
4) Which numbers from different tests collectively indicate how creative you may be? Are they coherent or contradicting each other? Why? Do they tell you anything you did not know?
5) Which numbers from different tests collectively indicate …? Are they coherent or contradicting each other? Why? Do they tell you anything you did not know?
These are just some questions to help you analyze the results. Please do not write this section in a Question & Answer format.
Avoid using single sporadic incident in a particular occasion to justify why the results are/aren’t surprising to you. Instead, try to describe a pattern of behaviors.
Effective ways to damage your grade in Part One include: reiterating definitions of concepts, repeating the test scores in the tables, discussing the concepts in the tables as if they were independent to each other, connecting concepts only within the same test (e.g., linking Extraversion and Agreeableness within OCEAN only), making simplistic/sweeping/emphatic claims without showing balanced/nuanced understanding of the test results, and weak logic and reasoning, etc.
Part Two. Connecting Personalities and Leadership Styles
In this part, explicitly make the connections between the results you discussed in Part One and your leadership style in Table 2. You should use the data in the file “Self-Assessments Correlation Results” as imperfect evidence to support your analyses. You may think about the following:
a) Overall, do the results in Table 2 reflect you as a task-oriented or people-oriented leader?
b) Use the correlation table and your personality test results to support your answer to the above question.
c) What kind of work setting would be friendly to your favorite leadership style? Why? Are there any limitations associated with your favorite leadership style in such work setting?
d) How easy or difficult it is for you to change your leadership style? Why?
e) Given your answers, what are the potential positive and negative consequences for you as a (potential) leader?
Again, please do not write this section in a Question & Answer format.
Part Three. Leading in a diverse workplace
Given the content of Part 1 and 2, discuss which elements of your personality & leadership qualities/style preferences will help you lead a diverse group of people. Which elements of your personality and leadership qualities/style preferences will likely weaken your ability to lead a diverse group of employees? What do you plan to do in order to improve?
Formatting Requirements & Submission
Formatting: 2-3 pages (not including the two tables), single-spaced, one-inch margin on four sides, Times New Roman, 11 or 12 point font, type your name on the upper left corner of the first page. Please use two-level headings (Part 1, 2, & 3) and subheadings (one level down within each part) to organize your writing. Please underline key course concepts throughout the paper. A cover page is unnecessary. Formatting will be graded. It is not necessary to include a Works Cited page unless you cite multiple sources that are neither from the textbook nor from class notes.
Submission: Papers must be submitted as a Word file named as “Last name A1”. For example: Smith A1. A1 stands for Assignment 1. All papers must be submitted to Assignment 1 Dropbox on Blackboard. The deadline for submission is on Course Schedule attached to the end of the syllabus.
GRADING CRITERIA
Written Communication—Writes clearly
5. Writes concisely and points clearly made.
4. Writes concisely but some points not clearly made.
3. Writes mostly concisely but some rambling; some points no clearly made.
2. More rambling than concise; point not made.
1. Rambling and points not made.
Written Communication—Well organized
5. Writing follows a logical sequence of ideas, supported with data.
4. Writing follows a logical sequence of ideas, but sparingly supported with data.
3. Writing mostly follows a logical sequence of ideas with a few lapses in logic; sparingly supported with data.
2. Writing affected by large lapses in logic of writing; not supported by data.
1. Writing does not follow a logical sequence of ideas; not supported by data.
Written Communication—Proper grammar, composition and spelling
5. Sophisticated and flexible writing style, using multiple sentence construction formats; absence of spelling errors.
4. Standard rules of grammar and composition (as enumerate in a manual of style); absence of spelling errors.
3. Mostly correct but minor errors in grammar, composition, and spelling.
2. Mostly correct but flow of reading interrupted by errors in grammar, composition, and spelling.
1. Multiple and significant errors in grammar, composition, and spelling.
Critical Thinking—Use of Theory/Models
5. Appropriate theory/model used and correctly interpreted to frame analysis.
4. Appropriate theory/model used but not wholly correctly interpreted to frame analysis.
3. Appropriate theory/model used but wholly misinterpreted to frame analysis.
2. Inappropriate theory used to frame analysis (even if interpreted correctly).
1. No theory used to frame analysis.
Critical Thinking—Use of Data/Data Synthesis
5. Appropriate data identified, analyzed, and used to support conclusions.
4. Appropriate data identified and analyzed, but not used to support conclusions.
3. A mix of appropriate and inappropriate data identified and analyzed, and used to support conclusions.
2. Inappropriate data identified and analyzed, and used to support conclusions.
1. No data used to support conclusions.
A CHECKLIST BEFORE SUBMISSION TO THE DROPBOX
1. Make sure you have the two tables of the test results at the beginning of the paper.
2. Please do not make emphatic claims such as “My personality is … because the test results show that I am high on …, and I scored low on …” Personality test results CANNOT determine who you are but give suggestions on what your personality might be. So, please use logic and reasoning to show how the test results might be reasonable and how they might be wrong.
3. Please use headings and subheadings to structure your paper.
4. Please underline the key personality concepts and leadership styles throughout your paper.
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