Choose Two Assessments To Complete From The List Below

Choose two assessments to complete from the list below. The assessments

Choose two assessments to complete from the list below. The assessments are at the end of chapter(s) 4, 5, and 6 in the Northouse text. Behavioral Approach Situational Leadership Path-Goal Theory Assignment Objectives: Write a minimum of 3 pages (introduction through conclusion) addressing the following: Explain the leadership styles that you selected for your assessments. Briefly compare and contrast the leadership styles you selected. Select 2 of the 3: Leadership Behavior Questionnaire. What do your scores suggest about your leadership style? Are you more likely to lead with an emphasis on task or with an emphasis on relationship? Are there ways to change your behavior to shift the emphasis you give to tasks and relationships? Situational Leadership: A Brief Questionnaire. How well did you do? What factors might make it harder for you to be more directive as a leader? More supportive? Path–Goal Leadership Questionnaire. What style do you tend to rely on most? Least? Paper Requirements: Your paper is required to be formatted in APA (7th edition). Write a minimum of 3-page double-spaced, 12 font, and APA formatted paper that addresses the questions above. Include a title page properly formatted in APA. You Do NOT need to include an abstract Make sure to include an Introduction to your paper. Your introduction needs to include a strong preview sentence. Create headings in the body of the paper (between the Introduction and Conclusion) that are named based on the content in that section of the paper. For example, your headings could be the trends you identified. Include a Reference page. You must include a minimum of three references (textbook and 2 scholarly peer-reviewed journal articles from Welder Library E-Resources). Please refer to the rubric for the grading requirements. Your submission will go through turnitin. Turnitin evaluates the originality score of your paper. Your turnitin score should be 25% or less.

Paper For Above instruction

The exploration of leadership approaches offers valuable insights into the effectiveness of different styles in guiding teams and achieving organizational goals. This paper reflects on two assessments derived from chapters 4, 5, and 6 of Northouse’s leadership text, focusing on the behavioral approach, situational leadership, and path–goal theory. Through analyzing my scores and responses, I aim to elucidate my predominant leadership tendencies, compare and contrast these styles, and evaluate how I might adapt my leadership behaviors in practical settings.

Introduction

Leadership is a multifaceted concept that encompasses various styles, each with distinct features and implications. By assessing my leadership preferences through standardized questionnaires, I intend to gain a clearer understanding of my natural inclinations and areas for development. This introspective process not only enhances self-awareness but also informs practical strategies for effective leadership. The assessments selected include the Leadership Behavior Questionnaire and the Path–Goal Leadership Questionnaire, complemented by reflections on situational leadership, which collectively offer a comprehensive view of my leadership style spectrum. A strong preview of this analysis reveals that my tendencies lean toward emphasizing relationships over tasks, though I recognize the potential to shift toward more task-oriented behaviors when necessary.

Leadership Styles Selected for Assessment

The first assessment, the Leadership Behavior Questionnaire, focuses on identifying whether a leader emphasizes task completion or relationship building. My scores indicated a predominant orientation toward relationship-oriented leadership, emphasizing support, morale, and team cohesion. In contrast, the Path–Goal Leadership Questionnaire assesses the leader’s reliance on various styles, including directive, supportive, participative, and achievement-oriented leadership. My results revealed a preference for supportive leadership, which aligns with my intrinsic motivation to foster an environment of trust and mutual respect. The brief situational leadership questionnaire provided additional insights into my flexibility and comfort levels in adjusting my style based on context, highlighting the factors that influence my ability to be directive or supportive depending on situational demands.

Comparison and Contrast of Leadership Styles

The relationship-oriented style evidenced by my Leadership Behavior Questionnaire scores emphasizes empathy, communication, and supportiveness, which are essential for team cohesion and morale. Conversely, the directive style, often more task-focused, involves clear instructions and control, which can be beneficial in high-pressure or crisis situations. While both styles serve important purposes, my natural inclination toward relationship building may sometimes limit my effectiveness in scenarios requiring quick, authoritative decisions. The supportive style, characterized by listening and encouragement, contrasts with the directive approach’s emphasis on control and task orientation. Understanding these distinctions allows me to appreciate the contextual appropriateness of each style and the importance of adaptability.

Analysis of Leadership Behavior and Potential Adjustments

My scores from the Leadership Behavior Questionnaire suggest that I am more inclined to lead with a focus on relationships rather than tasks. This emotional and social emphasis enhances team cohesion but may hinder swift decision-making when task completion is critical. To improve my leadership effectiveness, I can intentionally develop skills to adopt a more task-oriented approach when the situation demands, such as setting clear deadlines or providing explicit instructions. Additionally, recognizing the situational factors that challenge my ability to be directive or supportive—such as workplace culture or team maturity—can help me develop strategies to balance these styles appropriately.

Reflections on Situational Leadership

The brief situational leadership questionnaire highlighted that my natural tendency favors a supportive style, especially when team members are capable and motivated. However, I acknowledged that in contexts requiring high levels of directive leadership, such as during crises or with inexperienced team members, I might find it harder to adapt quickly. Factors impeding my flexibility include fear of micromanaging or disrupting team harmony. These reflections underscore the importance of awareness and deliberate practice in adjusting leadership behaviors to meet diverse organizational needs.

Analysis of Path–Goal Leadership Style

The Path–Goal Leadership Questionnaire revealed that I most rely on the supportive style, consistent with my natural tendencies towards empathy and encouragement. Conversely, my least relied-upon style was directive leadership, which I tend to avoid unless strictly necessary. This tendency aligns with my preference for participative and supportive styles, which foster collaboration and trust within teams. Recognizing this pattern motivates me to develop competencies in directive leadership, especially in situations where clarity and quick action are paramount.

Conclusion

In conclusion, self-assessment through these leadership questionnaires has provided valuable insights into my style preferences and potential areas for growth. My inclination towards relationship-oriented and supportive leadership enables me to cultivate trust and motivation within teams. However, developing the ability to adopt more task-focused and directive styles when required will enhance my overall leadership effectiveness. Continuous reflection and deliberate practice, guided by situational needs, are essential for becoming a flexible and adaptive leader capable of navigating diverse organizational challenges.

References

• Northouse, P. G. (2021). Leadership: Theory and practice (8th ed.). Sage Publications.
• Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson Education.
• Blanchard, K. H., & Hersey, P. (1996). Management of organizational behavior: Utilizing human resources. Prentice Hall.
• Lussier, R. N., & Achua, C. F. (2015). Leadership: Theory, application, & skill development. Cengage Learning.
• Lewin, K., Lippitt, R., & White, R. K. (1939). patterns of aggressive behavior in adolescent boys. Journal of Social Psychology, 10(2), 271-299.