Begin this week’s assignment by completing the Path-Goal Leadership Questionnaire, found in this week’s Books and Resources.
Then, draft a critical evaluation and explanation of your score. In detail, describe what you have learned from completing this questionnaire and how you will utilize this information when assuming a leadership position. Provide specific examples to illustrate and support your thoughts.
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Support your paper with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages, not including title and reference pages
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.
Chapter 7 Path–Goal Theory 155
Path–Goal Leadership Questionnaire
Instructions: This questionnaire contains questions about different styles of path–
goal leadership. Indicate how often each statement is true of your own behavior.
Key: 1 = Never 2 = Hardly ever 3 = Seldom 4 = Occasionally 5 = Often
6 = Usually 7 = Always
1. I let subordinates know what is expected of them. 1 2 3 4 5 6 7
2. I maintain a friendly working relationship with 1 2 3 4 5 6 7
subordinates.
3. I consult with subordinates when facing a problem. 1 2 3 4 5 6 7
4. I listen receptively to subordinates’ ideas and 1 2 3 4 5 6 7
suggestions.
5. I inform subordinates about what needs to be done 1 2 3 4 5 6 7
and how it needs to be done.
6. I let subordinates know that I expect them to perform 1 2 3 4 5 6 7
at their highest level.
7. I act without consulting my subordinates. 1 2 3 4 5 6 7
8. I do little things to make it pleasant to be a member 1 2 3 4 5 6 7
of the group.
9. I ask subordinates to follow standard rules 1 2 3 4 5 6 7
and regulations.
10. I set goals for subordinates’ performance that are 1 2 3 4 5 6 7
quite challenging.
11. I say things that hurt subordinates’ personal feelings. 1 2 3 4 5 6 7
12. I ask for suggestions from subordinates concerning 1 2 3 4 5 6 7
how to carry out assignments.
13. I encourage continual improvement in subordinates’ 1 2 3 4 5 6 7
performance.
14. I explain the level of performance that is expected 1 2 3 4 5 6 7
of subordinates.
15. I help subordinates overcome problems that stop 1 2 3 4 5 6 7
them from carrying out their tasks.
16. I show that I have doubts about subordinates’ ability 1 2 3 4 5 6 7
to meet most objectives.
17. I ask subordinates for suggestions on what assignments 1 2 3 4 5 6 7
should be made.
156 LEADERSHIP THEORY AND PRACTICE
18. I give vague explanations of what is expected of 1 2 3 4 5 6 7
subordinates on the job.
19. I consistently set challenging goals for subordinates 1 2 3 4 5 6 7
to attain.
20. I behave in a manner that is thoughtful of subordinates’ 1 2 3 4 5 6 7
personal needs.
Scoring
1. Reverse the scores for Items 7, 11, 16, and 18.
2. Directive style: Sum of scores on Items 1, 5, 9, 14, and 18.
3. Supportive style: Sum of scores on Items 2, 8, 11, 15, and 20.
4. Participative style: Sum of scores on Items 3, 4, 7, 12, and 17.
5. Achievement-oriented style: Sum of scores on Items 6, 10, 13, 16, and 19.
Scoring Interpretation
•• Directive style: A common score is 23, scores above 28 are considered
high, and scores below 18 are considered low.
•• Supportive style: A common score is 28, scores above 33 are considered
high, and scores below 23 are considered low.
•• Participative style: A common score is 21, scores above 26 are consid-
ered high, and scores below 16 are considered low.
•• Achievement-oriented style: A common score is 19, scores above 24 are
considered high, and scores below 14 are considered low.
The scores you received on the path–goal questionnaire provide informa-
tion about which style of leadership you use most often and which you use less
often. In addition, you can use these scores to assess your use of each style
relative to your use of the other styles.
SOURCES: Adapted from A Path–Goal Theory Investigation of Superior Subordinate Relationships,
by J. Indvik, unpublished doctoral dissertation, University of Wisconsin–Madison, 1985; and
Indvik (1988). Based on the work of House and Dessler (1974) and House (1977) cited in
Fulk and Wendler (1982). Used by permission.
