You completed your evaluation at 857 am EST on November 30, 2.docx

You completed your evaluation at 8:57 am EST on November
30, 2019.
Prepared on November 30, 2019 for:
Test Participant
Test Participant
2
1. Introduction
2. The Full Range Leadership Model
3. MLQ Scales — Full Range Leadership
4. Your MLQ Results
Leadership Profile Scores
Comparison with Norms: Your Leadership Scores
Your Strengths — Transformational Leadership
Your Areas for Development — Transformational Leadership
5. What is Authentic Leadership?
6. ALQ Scales

7. Authentic Leadership Effects
8. Your ALQ Results
Authentic Leadership Scale Scores
Comparison with Norms: Your Authentic Leadership Scores
Your Strengths & Areas for Development — Authentic
Leadership
9. Understanding Your MLQ/ALQ Results
10. Building Your Individual Development Plan (IDP)
11. Individual Development Plan (IDP)
Resources
Appendix A. Personal Development — Attributes of Authentic
Leadership
Appendix B. Developing Authentic Leadership in the
Organizational Context
Appendix C. Recommended Reading
Appendix D. About Using Only the Self Form
Appendix E. ALQ Norms in This Report
Test Participant

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This report provides the results from your Multifactor
Leadership Questionnaire (MLQ) and Authentic Leadership
Questionnaire (ALQ) self-assessment: measures of how
frequently you exhibit various leadership behaviors,
including authentic leadership styles.
The MLQ measures a full range of leadership styles, which may
be grouped under three broad categories. Each
category differs in the nature of the leadership behaviors and
their expected outcomes.
Transformational Leadership
Full Range Leadership® Model Style Labels
(Also known as the 5 I's) Builds Trust IIA
(Idealized Influence — Attributes)
Acts with Integrity IIB
(Idealized Influence — Behaviors)
Encourages Others IM
(Inspirational Motivation)

Encourages Innovative Thinking IS
(Intellectual Stimulation)
Coaches & Develops People IC
(Individualized Consideration)
Transactional Leadership
Constructive Rewards Achievement CR
(Contingent Reward)
Corrective Monitors Deviations & Mistakes MBEA
(Management-by-Exception: Active)
Passive-Avoidant Behaviors
Passive Fights Fires MBEP
(Management-by-Exception: Passive)
Avoidant Avoids Involvement LF

(Laissez-Faire)
The MLQ also measures three outcomes of leadership — how
frequently you inspire in your colleagues:
●
Extra Effort
●
Individual, Unit, and Organizational Effectiveness
●
Satisfaction with the Leadership
The ALQ measures how genuine, or authentic, is a leader’s
behavior. The four ALQ scales are: Self Awareness,
Transparency, Ethical/Moral, and Balanced Processing.
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The Full Range model includes numerous leadership styles, and
all leaders display each style to some degree.
Ideally, the Transformational and Authentic leadership styles
(most active and effective) should be used the most

often. By contrast the Avoids Involvement (PA) style, which is
the most passive and ineffective style, should be
used the least often.
MLQ/ALQ Research Findings
The MLQ is the most researched measure of leadership styles,
demonstrating strong validity, reliability, and use
as a predictor of positive organizational outcomes. For a partial
list of the many MLQ studies, go to:
https://www.mindgarden.com/16-multifactor-leadership-
questionnaire#horizontalTab5
The ALQ was developed to extend the styles in the MLQ to
include morality and authenticity. For a partial list of
the rapidly growing body of research on the ALQ, go to:
https://www.mindgarden.com/69-authentic-leadership-
questionnaire#horizontalTab5
The two instruments together provide a comprehensive
evaluation of leadership styles. The chart above
conceptually integrates the MLQ + ALQ, though researchers
should note that this model has not had the extent of
empirical evidence as the version with just the MLQ scales.
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Transformational Leadership
Transformational leadership is a process of influencing in which
leaders change their associates' awareness of
what is important, and move these associates to see themselves
and the opportunities and challenges of their
environment in a new way. Transformational leaders are
proactive: they seek to optimize individual, group and
organizational development and innovation — not to merely
perform "at expectations." They convince their
associates to strive for higher levels of potential as well as
higher levels of moral and ethical standards.
Builds Trust
(Idealized Influence — Attributes)
These leaders are able to build trust in their followers. They
inspire power and pride in their followers by going
beyond their own individual interests and focusing on the
interests of the group.
Instill pride in others for being associated with them
Go beyond self-interest for the good of the group
Act in ways that build others' respect for them
Display a sense of power and confidence

Acts with Integrity
(Idealized Influence — Behaviors)
These leaders act with integrity. They talk about their most
important values and beliefs, they focus on a
desirable vision, and almost always consider the moral and
ethical consequences of their actions. They also
focus on building a commonly shared vision or mission for the
group.
Talk about their most important values and beliefs
Specify the importance of having a strong sense of purpose
Consider the moral and ethical consequences of decisions
Emphasize the importance of having a collective sense of
mission
Encourages Others
(Inspirational Motivation)
These leaders behave in ways that motivate those around them
by providing meaning and challenge to
their followers' work. Individual and team spirit is aroused;
enthusiasm and optimism are displayed. The

leader encourages followers to envision a better future for the
organization, as well as for themselves.
Talk optimistically about the future
Talk enthusiastically about what needs to be accomplished
Articulate a compelling vision of the future
Express confidence that goals will be achieved
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Encourages Innovative Thinking
(Intellectual Stimulation)
These leaders stimulate their followers' efforts to be innovative
and creative by questioning assumptions,
reframing problems, and approaching old situations in new
ways. There is no ridicule or public criticism of
individual members' mistakes. New ideas and creative solutions
to problems are solicited from followers,
who are included in the process of addressing problems and
finding solutions.
Re-examine critical assumptions to question whether they are
appropriate

Seek differing perspectives when solving problems
Get others to look at problems from many different angles
Suggest new ways of looking at how to complete assignments
Coaches & Develops People
(Individual Consideration)
These leaders pay attention to each individual's need for
achievement and growth by acting as a coach or
mentor. Followers are developed to higher levels of potential by
creating new learning opportunities in a
supportive climate. Individual differences in needs and desires
are recognized.
Spend time teaching and coaching
Treat others as individuals rather than just as a member of the
group
Consider each individual as having different needs, abilities,
and aspirations from others
Help others to develop their strengths
Transactional Leadership
Transactional leaders display behaviors associated with two
transaction styles: constructive (Rewards

Achievement) and corrective (Monitors Deviations & Mistakes).
Transactional leadership defines expectations
and promotes performance to achieve these levels. Providing
rewards for achievement and monitoring deviations
and mistakes are two core behaviors associated with
'management' functions in organizations. (Full-range
leaders use these styles when necessary but focus on using
Transformational styles whenever possible.)
Rewards Achievement
(Contingent Reward)
Leaders who frequently reward achievement tend to clarify
expectations and offer recognition when goals are
achieved. This should result in individuals and groups achieving
expected levels of performance.
Provide others with assistance in exchange for their efforts
Discuss in specific terms who is responsible for achieving
performance goals
Make clear what one can expect when performance goals are
achieved
Express satisfaction when others meet expectations
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Monitors Deviations & Mistakes
(Management-by-Exception: Active)
These leaders specify the standards for compliance, as well as
what constitutes ineffective performance, and
may punish followers for being out of compliance with those
standards. This style of leadership implies
close monitoring for deviations, mistakes, and errors, then
taking immediate corrective action.
Focus their attention on irregularities, mistakes, exceptions, and
deviations from standards
Concentrate their full attention on dealing with mistakes,
complaints, and failures
Keep track of all mistakes
Direct their attention toward failures to meet standards
Passive/Avoidant Behavior
Another form of leadership is more passive and reactive: this
leader does not respond to situations and problems
systematically. Passive leaders avoid specifying agreements,
clarifying expectations and providing goals and
standards. This style has a negative effect on desired outcomes.

In this regard it is similar to Laissez-Faire styles
— or "no leadership." Both types of behavior have negative
impacts on followers and associates. Accordingly,
both styles can be grouped together as Passive/Avoidant
Leadership.
Fights Fires
(Management-by-Exception: Passive)
These leaders fight fires in their team or organization — they
wait for a problem to appear before taking
corrective action. In this style, corrective action is most often
punitive.
Fail to interfere until problems become serious
Wait for things to go wrong before taking action
Show a firm belief in "if it ain't broken, don't fix it"
Demonstrate that problems must become chronic before taking
action
Avoids Involvement
(Laissez-Faire)
These leaders tend to avoid involvement. This leadership style
could be easily defined as 'non-leadership.'

These permissive leaders refuse to assume the responsibilities
that are part of their position as leaders: they do
not offer enough information to their followers, do not offer
feedback, and do not acknowledge or work towards
their followers' satisfaction.
Avoid getting involved when important issues arise
Are absent when needed
Avoid making decisions
Delay responding to urgent questions
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Outcomes of Leadership
Transformational and Transactional leadership are both related
to the success of the group. The following
outcomes (Generates Extra Effort, Is Productive, and Generates
Satisfaction) are desired results of leadership.
Numerous scientific studies have shown that these outcomes —
and many others such as productivity,
innovation and sales performance — are achieved at the highest
levels when Transformational leadership is

used.
Generates Extra Effort
(Extra Effort)
These leaders are able to generate extra effort in their
followers. Extra effort is defined as the wish of followers
to strive for superior performance by acting beyond their job
expectations.
Get others to do more than they are expected to do
Heighten others' desire to succeed
Increase others' willingness to try harder
Is Productive
(Effectiveness)
These leaders are able to be effective. Effective leaders
represent their group to higher organizational levels,
meet organizational objectives, and are productive in all the
domains with which they are involved.
Are effective in meeting others' job-related needs
Are effective in representing their group to higher authority
Are effective in meeting organizational requirements

Lead a group that is effective
Generates Satisfaction
(Satisfaction with the Leadership)
These leaders are able to generate satisfaction in their
followers. These leaders are warm, nurturing, open,
authentic, and honest, with good interpersonal and social skills.
They are capable of developing feelings of job
and organizational satisfaction in their followers.
Use methods of leadership that are satisfying
Work with others in a satisfactory way
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The bar chart below shows how you rated yourself on leadership
behaviors. Use the frequency measure below to
interpret the graphs.
Frequency
0 = Not at all
1 = Once in awhile

2 = Sometimes
3 = Fairly often
4 = Frequently, if not always
Builds Trust (IIA)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.8
Acts with Integrity (IIB)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.5
Encourages Others (IM)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.5
Encourages Innovative

Thinking (IS)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.3
Coaches & Develops
People (IC)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
2.3
Benchmark*
*According to the Research Validated Benchmark, the ideal
frequency of all five Transformational behaviors should be a
"Fairly Often" rating of 3
or greater.
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Rewards Achievement (CR)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3
Benchmark*
*According to the Research Validated Benchmark, the ideal
frequency of Rewards Achievement (CR) behaviors should be
between "Sometimes"
and "Fairly Often" (2.0 – 3.0).
Monitors Deviations &
Mistakes (MBEA)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
1.3
Benchmark**
**According to the Research Validated Benchmark, the ideal
frequency of Monitors Deviations & Mistakes (MBEA)
behaviors should be between

"Once in awhile" and "Sometimes" (1.0 – 2.0).
Fights Fires (MBEP)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
0
Avoids Involvement (LF)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
1.3
Benchmark***
***According to the Research Validated Benchmark, the ideal
frequency of Passive/Avoidant behaviors should be between
"Not at all" and "Once in
awhile" (0 – 1.0).
Generates Extra Effort (EE)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating

+ 4
Is Productive (EFF)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
+ 4
(SAT)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.5
Benchmark*
*According to the Research Validated Benchmark, the strongest
leaders achieve rated frequencies for the above Outcomes of 3.5
or greater.
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Your self-rating scores for the MLQ Transformational scales are
shown below. Included for comparison:
●
Universal Norm scores from the MLQ Self assessments of 3,755
leaders.
●
Normative scores from your group, if you have so selected.
Use the frequency measure below to interpret the graphs.
Frequency
0 = Not at all
1 = Once in awhile
2 = Sometimes
3 = Fairly often
Builds Trust (IIA)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.8
Universal Norm

2.9
Acts with Integrity (IIB)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.5
Universal Norm
2.8
Encourages Others (IM)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.5
Universal Norm
2.9
Encourages Innovative
Thinking (IS)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score

Self Rating
3.3
Universal Norm
2.8
Coaches & Develops
People (IC)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
2.3
Universal Norm
2.9
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Rewards Achievement (CR)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating

3
Universal Norm
2.9
Monitors Deviations &
Mistakes (MBEA)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
1.3
Universal Norm
1.7
Fights Fires (MBEP)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
0
Universal Norm
0.7

Avoids Involvement (LF)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
1.3
Universal Norm
2.7
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Generates Extra Effort (EE)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
+ 4
Universal Norm
3.1
Is Productive (EFF)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score

Self Rating
+ 4
Universal Norm
3.1
(SAT)
0 0.5 1 1.5 2 2.5 3 3.5 4
Score
Self Rating
3.5
Universal Norm
1
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This section lists your perceived Transformational Leadership
strengths. You scored highest frequencies on
these ten leadership behaviors and they are sorted from the
highest to the lowest rated items.

Score Scale Item
4 IM I express confidence that goals will be achieved.
4 IIB I emphasize the importance of having a collective sense
of mission.
4 Intellectual Stimulation I suggest new ways of looking at how
to complete assignments.
4 IC I help others to develop their strengths.
4 Intellectual Stimulation I get others to look at problems from
many different angles.
4 IM I articulate a compelling vision of the future.
4 IIA I display a sense of power and confidence.
4 IIB I consider the moral and ethical consequences of
decisions.
4 IIA I act in ways that build others' respect for me.
4 IIB I specify the importance of having a strong sense of
purpose.
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This section lists your perceived Transformational Leadership
areas which could be further developed. You

scored lowest frequencies on these ten leadership behaviors, and
they are sorted from the lowest to the highest
rated item. You may wish to focus first on the lowest-score
items for your development.
Score Scale Item
0 IC
I consider each individual as having different needs, abilities,
and
aspirations from others.
2 Intellectual Stimulation
I re-examine critical assumptions to question whether they are
appropriate.
2 IIB I talk about my most important values and beliefs.
2 IC
I treat others as individuals rather than just as members of the
group.
3 Intellectual Stimulation I seek differing perspectives when
solving problems.
3 IM I talk optimistically about the future.
3 IM I talk enthusiastically about what needs to be
accomplished.

3 IC I spend time teaching and coaching.
3 IIA I go beyond self-interest for the good of the group.
4 IIA I instill pride in others for being associated with me.
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Descriptive words for authenticity include genuine, reliable,
trustworthy, real, and veritable. Authenticity can be
conceived as both owning personal experiences (thoughts,
emotions, or beliefs, "the real me inside"), and acting
in accord with one's true self (behaving and expressing what is
really thought and believed). The authentic leader
is confident, hopeful, optimistic, resilient, transparent,
moral/ethical, and future-oriented. The authentic leader is
true to him/herself and exhibits authenticity through behaviors
that — when positively modeled by followers —
transform and develop them into becoming authentic leaders
themselves. Authentic leaders are active and
positive in the way they behave and how they interact with
others.
First, authentic leaders are guided by values consistent with
doing what is right for those in their team, unit,

organization, or community. These values include a central
belief that each individual has something positive to
contribute.
Second, authentic leaders try to continually narrow or eliminate
any gap between their espoused values (one’s
true self) and the values they use every day. This requires a
deep understanding of one’s own core values in
order to communicate and consistently behave in accord with
these values.
Third, authentic leaders remain aware of their own
vulnerabilities and openly discuss them with associates. This
helps leaders ensure that they continue to head in the “right”
direction. They turn a high level of transparency
regarding their vulnerabilities into a strength based on people’s
respect for knowing what the leader can and
cannot do.
Fourth, authentic leaders consistently think about building
authenticity in their associates, helping to develop
each one’s psychological capacity and strength.
Finally, authentic leaders have developed the moral capacity to
judge “gray area” issues and dilemmas. They
have the credibility to explore such issues from all angles and
seek alternative approaches without being

perceived as disingenuous or shifting with popular opinion.
Authentic leaders can change their mind and still be
seen as acting consistently with their core values, and thus
staying authentic.
Test Participant
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Self Awareness
As a leader, are you aware of your strengths, limitations, how
others see you, and how you impact others?
Leaders with self-awareness demonstrate an understanding of
how one makes meaning of the world and
how that understanding process impacts one’s self-perception
over time. Leaders with self-awareness
understand their strengths and weaknesses, and the multifaceted
nature of the self, which includes gaining
self-insight through exposure to others and being aware of one’s
impact on other people.
With self-awareness, one is aware of, and trusts in, their own
motives, feelings, desires, personality
characteristics, emotions, and self-relevant thoughts.
The items rated on the Self Awareness scale are:

As a leader,
I accurately describe how others view my capabilities.
I seek feedback to improve interactions with others.
I know when it is time to reevaluate my position on important
issues.
I show I understand how specific actions impact others.
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Transparency
As a leader, to what degree do you reinforce a level of openness
with others, providing them with an
opportunity to be forthcoming with their ideas, challenges, and
opinions?
Transparency is presenting one’s authentic self (not a fake or
distorted self) to others. This behavior
promotes trust through disclosures that include openly sharing
information and expressions of one’s true
thoughts and feelings.
In authentic relationships, you endorse the importance for
others to see the “real you” — both the positive

and negative aspects. Toward that end, authentic relationships
involve a selective process of self-disclosure
and the development of mutual intimacy and trust.
Authentic leaders communicate to others their true intentions
and desires. They say exactly what they mean.
The items rated on the Transparency scale are:
As a leader,
I say exactly what I mean.
I admit mistakes when they are made.
I encourage everyone to speak their mind.
I tell others the hard truth.
I display emotions exactly in line with feelings.
Test Participant
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Ethical/Moral
As a leader, to what degree do you set a high standard for moral
and ethical conduct?
Moral perspective is an internalized and integrated form of self-
regulation. This sort of self-regulation is

guided by internal moral standards, versus externally derived
standards, e.g., from one’s social group, work
organization, or the current society. Ethical/moral behaviors
show decision-making and behavior that is
consistent with internalized values.
The items rated on the Ethical/Moral scale are:
As a leader,
I demonstrate beliefs that are consistent with actions.
I make decisions based on my core values.
I ask others to take positions that support their core values.
I make difficult decisions based on high standards of ethical
conduct.
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Balanced Processing
As a leader, to what degree do you solicit enough opinions and
viewpoints from others before making
important decisions, to ensure that your process is viewed as
fair and just?

Leaders who use balanced processing demonstrate due diligence
and objectively analyze all relevant data
before coming to a decision. Such leaders also solicit views that
challenge their deeply held positions.
Leaders who use balanced processing take input from diverse
points of view. They consider how the diverse
views may fairly and objectively shape their interpretation and
decisions regarding a particular challenge or
opportunity.
The items rated on the Balanced Processing scale are:
As a leader,
I solicit views that challenge my deeply held positions.
I analyze relevant data before coming to a decision.
I listen carefully to different points of view before coming to
conclusions.
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Leadership
Why are authenticity and the authentic characteristics of Self
Awareness, Transparency, Ethical/Moral, and

Balanced Processing important to leadership and its
development? Think about working for someone who
exhibits a genuine desire to understand their own leadership in
order to serve others more effectively. They act in
accordance with their deep personal values and convictions to
build credibility and win the respect and trust of
their colleagues. They encourage diverse viewpoints and build
networks of collaborative relationships with their
colleagues. It is easy to understand the power of working with
someone like this and why striving for greater
levels of authenticity makes practical sense in any leadership
role or relationship with followers.
Direct Effects
Being aware of how one affects others, the balanced processing
of information, transparency in relationships,
and consistency between values, words, and deeds (i.e.,
internalized moral perspective and ethical behaviors) as
exhibited by authentic leaders instills in others elevated levels
of commitment, willingness to perform behaviors
outside the work role (e.g., good citizenship in the
organization), and higher satisfaction with the leader.
Indirect Effects
Authentic leaders lead by example (e.g., role modeling) as they
display high moral standards, honesty, and

integrity, thereby eliciting followers to personally identify with
them and to then model their style of leadership.
Personal identification is the process whereby one’s beliefs
about the leader become self-defining and
self-referential. Thus, as followers model authentic leaders,
they come to view themselves as honest persons of
high moral standards and integrity. Through this modeling, they
also begin to cascade the authenticity of their
leader to subsequent levels of leadership, in a sense operating as
surrogates of their leader.
Social identification is a process through which individuals
come to identify with a group, take pride in belonging,
and value group membership as an important part of their
identity. Authentic leaders increase followers’ social
identification by building a sense of moral values that
characterize their group and using honesty and integrity in
their dealings with followers. Authentic leaders don't encourage
identification with the leader as a particular
person but as a representative of the core values of their team,
unit or organization. Reinforcing social
identification elicits followers' commitment and satisfaction to
the ‘group’ and to achieving positive work outcomes
together. Authentic leaders become a role model for self
awareness, transparency, balanced processing and high

moral/ethical standards, which can become modeled throughout
the organization.
Test Participant
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The graphs below display your scores for overall Authentic
Leadership and for each of the Authentic Leadership
scales. Use the frequency measure below to interpret the graphs.
Frequency
0 = Not at all
1 = Once in awhile
2 = Sometimes
3 = Fairly often
Overall ALQ
Overall ALQ
0 1 2 3 4
Score
Self Rating

3.8
Authentic Leadership Scales
Self Awareness
0 1 2 3 4
Score
Self Rating
4
Transparency
0 1 2 3 4
Score
Self Rating
3.6
Ethical/Moral
0 1 2 3 4
Score
Self Rating
4
Balanced Processing
0 1 2 3 4

Score
Self Rating
3.7
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Your self-rating scores for the Authentic Leadership scales are
shown below. Included for comparison:
●
Normative scores from several other groups, provided by the
authors. Details about these groups
are in Appendix E.
●
Normative scores from your group, if you have so selected.
Use the frequency measure below to interpret the graphs.
Frequency
0 = Not at all
1 = Once in awhile
2 = Sometimes

3 = Fairly often
Authentic Leadership Scales
Self Awareness
0 1 2 3 4
Score
Self Rating
4
Several normative groups (N = 892)
2.2
Transparency
0 1 2 3 4
Score
Self Rating
3.6
2.4
Ethical/Moral
0 1 2 3 4
Score

Self Rating
4
2.5
Balanced Processing
0 1 2 3 4
Score
Self Rating
3.7
2.2
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This section lists your perceived Authentic Leadership
behaviors sorted from Strengths, which are high-frequency
behaviors, to Development Opportunities, which are low-
frequency behaviors. Generally, one should have a goal
of 3.0 frequency (Fairly often) to 4.0 (Frequently, if not always)
for these behaviors.

Score Scale Item
4 Self Awareness I show I understand how specific actions
impact others.
4 Self Awareness
I know when it is time to reevaluate my position on important
issues.
4 Self Awareness I accurately describe how others view my
capabilities.
4 Self Awareness I seek feedback to improve interactions with
others.
4 Balanced Processing
I listen carefully to different points of view before coming to
conclusions.
4 Balanced Processing I analyze relevant data before coming to
a decision.
4 Moral/Ethical
I make difficult decisions based on high standards of ethical
conduct.
4 Moral/Ethical I ask others to take positions that support their
core values.
4 Moral/Ethical I make decisions based on my core values.

4 Moral/Ethical I demonstrate beliefs that are consistent with
actions.
Test Participant
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Score Scale Item
4 Transparency I tell others the hard truth.
4 Transparency I encourage everyone to speak their mind.
4 Transparency I admit mistakes when they are made.
4 Transparency I say exactly what I mean.
3 Balanced Processing I solicit views that challenge my deeply
held positions.
2 Transparency I display emotions exactly in line with feelings.
Test Participant
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Consider your results in three phases:
Phase I — What are your results? Review your scores and look
for trends, gaps, and summaries. Assume

these will be good starting points for your development.
Phase II — What do your results mean? Use this second,
interpretive step of the process to explore the
implications of your results. Compare your scores to norms and
research benchmarks: where are your strengths
and what areas need to be developed?
Phase III — What are your next steps? The third and most
important phase of your process is to build your
Individual Development Plan (IDP). Review your MLQ/ALQ
results with a trusted colleague or a leadership coach
to help you frame a set of objectives for your IDP.
Consider setting a time when you can review your progress by
repeating the MLQ/ALQ self-assessment.
Mind Garden also provides a full “360” MLQ/ALQ assessment
and report for reviewing your actual leadership
style as seen by raters/observers. You may wish to consider
taking the MLQ/ALQ 360:
https://www.mindgarden.com/multifactor-leadership-
questionnaire/608-mlq-ii-360-leaders-report-
with-authentic-leadership-styles.html
Test Participant

27
Use your MLQ/ALQ results to consider the following points as
you build your IDP:
●
What are some things you should start to do (because you
rarely, if ever, show them at work)?
●
What are some things you should continue to emphasize? Are
these strengths that could be
brought forward more often and leveraged for further benefit?
●
What are some things you could stop doing (perhaps because
you over-rely or overdo them)?
●
Did some aspect of this report challenge your thinking about
your leadership style?
Include some metrics in your IDP:
●
State the specific steps you will take in order to produce
consistent, lasting improvement.
●

Include a metric that is a clear and obvious way to measure your
progress.
●
With your new understanding of transformational leadership
with authentic styles, you can
brainstorm and discuss with others the behaviors and actions
you could take to become a more
effective leader.
●
Once you have selected the key actions to take, you should
measure and record the frequency of
these behaviors to track your leadership growth.
Test Participant
28
Based on my MLQ/ALQ results, here are two or three specific
developmental goals:
Actions I will take to improve my effectiveness:
Action Expected Outcome
Timeframe

How I will monitor my progress?
Resources or support I need to achieve my development plan:
Test Participant
29
Consider the four components of authentic leadership: Leader
Self Awareness, Moral/Ethical Perspective,
Transparency, and Balanced Processing. You can regularly
include the suggested actions for each component to
strengthen your authentic leadership.
Leader Self Awareness
Leaders with high self awareness are mindful of how they think
about, feel about, and choose to affect the people
they influence. This self awareness includes:
●
Thinking — being aware of your attitudes about interactions
with others on a particular issue or

topic. This includes your efforts to change their way of thinking
or behavior.
●
Emoting — being aware of how you come across from an
emotional perspective. Are you perceived
as more positive? More neutral? More negative?
●
Behaving — being aware of how you choose to act: what do you
want to display to others? Highly
authentic leaders have alignment between how they see
themselves, how they want to be seen, and
how others see them.
To boost your self awareness as a leader, practice self-
reflection. This can highlight your reactions to the
important moments that inform how you best influence others.
Think about your day as a series of episodes:
which moments informed how you were able to effectively
influence others? Keep a journal and note any
patterns.
Practice self-observation and mindfulness. Observe your
thoughts, feelings, and behaviors in the moment by
asking yourself, “What’s happening now?” You can ask yourself

this question in challenging, stressful,
exhilarating, or conflicting conditions. For example, what were
you thinking right before you began the challenge?
How did your thinking and emotions change once you were
engaged in the challenge?
Moral/Ethical Perspective
Moral/Ethical Perspective deals with issues of what is right,
wrong, and ethical. Authentic leaders possess a
strong internalized moral perspective or “compass” that enables
them to act in ways aligned with their core values
despite group, organizational or social pressures that could
otherwise steer them off course. People with a higher
level of moral reasoning and perspective-taking capacity can
see and understand difficult trade-offs where they
must make choices. The trade-off may be between one’s self-
interest and that of the collective. As leaders reach
higher levels of moral perspective, they weigh the costs and
consequences of their actions based on their own
internal judgment with the aspirational goal of doing what’s
best for all, even if compromises have to be made.
Someone who is incapable of seeing another person’s
perspective or who doesn’t care, and is completely
self-interested, has a lower level of moral/ethical perspective.
But a leader with a high level of moral/ethical

perspective stays true to their principles even under extreme
circumstances. For example, a leader may feel
pressured to make a decision because it’s practical, makes sense
to stakeholders, and supports people who
matter to the leader. But when this leader uses an internal
standard to make a different decision focused on
doing the right thing, rather than doing what others prefer or
what is easiest, she demonstrates a high level of
moral/ethical perspective. Such behavior engenders greater trust
among followers who feel they can follow the
leader and trust her to act in accord with their values.
Test Participant
30
To enhance your moral/ethical perspective, identify your core
values and principles. Periodically review your
actions against your core values. Take a difficult moral dilemma
and explore the principles you would use to
guide your decisions and actions. Ask your colleagues to do the
same and explore similarities, differences, and
the sources of your moral principles. Read about world-class
leaders with admirable moral values and principles.

Describe how those leaders’ values align with your own values.
Transparency
Authentic leaders show transparency by openly sharing their
true thoughts and feelings in the interest of
exploring the right course of action rather than simply
conceding to popular opinion. These leaders are up-front
about their motives and the reasoning behind their preferences
or decisions. When a leader is seen as
transparent, followers do not perceive any hidden motives or
filtering by this leader. What they hear from the
leader is considered to be unbiased and in line with what they
believe the leader knows. Followers can trust what
they’ve been told by the leader, and that the leader conveys
what he knows when he knows it. This leads to
higher levels of trust, increasing the likelihood that people will
express things that aren’t easy to talk about and
share a mindset within the team that it is safe to speak candidly.
To enhance leader transparency:
●
Share relevant information freely.
●
Regularly request feedback and give feedback, especially

positive feedback.
●
Ask people what they don’t know and how you can better
inform them.
●
Share your motives and the reasoning behind your decisions.
●
Review your important events to see if your words and actions
were aligned.
●
Ask colleagues for feedback on the alignment of your words and
actions.
Balanced Processing
Authentic leaders show balanced processing by accurately and
objectively analyzing all relevant data and
stakeholder views before coming to a decision. They solicit
views that challenge their own positions on issues.
These leaders recognize that a diversity of views and healthy
debate lead to more adaptive, innovative, and
sustainable solutions.
Leaders who show a high level of balanced processing go
beyond simply looking at competing interests and

issues; they come up with solutions that balance the different
options. These leaders exercise and inspire
patience and will delay judgment for a period of time while they
actively seek and wait for others’ input in order to
objectively assess an opportunity or challenge.
Authentic leaders are capable of being decisive when immediate
action is needed, but are also comfortable
suspending judgment and using the time available to stay open-
minded while gathering facts, testing
assumptions, and weighing different options. They stay focused
on solutions that uphold core beliefs rather than
slipping into self-protective responses, even if there is tension
between competing interests.
Test Participant
31
A leader’s deliberate consideration of the bigger picture
(balanced processing) builds their followers’ trust in the
leader’s decision-making. If a leader is leaning in one of several
possible directions and consistently takes that
direction, such action may indicate bias and may not be
balanced. Leaders who show a high degree of balanced

processing see and take other avenues for action over time to
ensure fairness.
To enhance balanced processing:
●
Seek out conflicting perspectives when making important
decisions.
●
Pay attention to your personal biases and tendencies to
stereotype people or situations that might
interfere with openness to important input.
●
Uncover and understand the assumptions embedded in your
decisions.
●
Listen carefully to different points of view before coming to
conclusions.
●
Create diverse teams by including members with a range of
backgrounds and beliefs. Explore how
that diversity can and does influence decisions.

Test Participant
32
You may wish to practice your authentic leadership
development in your organization by using the two-phase
framework of Exploration and Integration developed by Baron
and Parent (2015).
Exploration Phase
Use the 3-step Exploration Phase to select new behaviors to
help achieve your goals.
A. Developing self awareness
Self awareness comprises numerous reference points:
●
Recognizing one’s daily or automatic behaviors and attitudes
●
Awareness and understanding of one’s emotions
●
Awareness and understanding of one’s needs and values
●
Identifying past dynamics and how they shape or trigger current
behaviors

●
Awareness of personal influence with others
●
Awareness of others’ emotions and behaviors
●
Awareness of one’s effect on others
B. Identifying possible behaviors to adopt
After gaining new insights and self awareness, you can identify
behavioral areas where you feel you need
improvement. You can then set development goals to achieve
positive change.
C. Trying out new behaviors
In the final Exploration step, you can try out new behaviors and
see if they are effective. New insights from these
tests may lead to further behavior adjustments and continued
testing.
Test Participant
33
Integration Phase

The Integration Phase involves recognizing the new positive
changes and integrating the new behaviors into the
organizational context.
A. The Trigger: Recognizing the Benefits of Change
As you see the positive changes generated by your new
behaviors, you may be encouraged and more willing to
adopt the new behaviors. The positive changes are reflected in
states of well-being: increased enjoyment of your
work, decreased stress, increased sense of pride, and increased
feeling of balance. The beneficial effects of
authentic leadership on the organization as a whole include
increased effectiveness of team members, increased
involvement by team members, and improved working
environment.
B. Transferring Behaviors and Attitudes to the Workplace
As you adopt new workplace behaviors, you may find that a
flexible workplace with supportive colleagues can
ease this transition. Leaders in a more challenging work
environment may need to adopt a more gradual
approach or even accept a new position in the organization from
which to put their new behaviors into practice.
Reference:
Baron, L. & Parent, E. (2015). Developing Authentic

Leadership within a Training Context. Journal of Leadership
& Organizational Studies. doi: 10.1177/1548051813519501
Test Participant
34
Books:
Avolio, B. J. (2011). Full range leadership development. CA:
Sage.
Avolio, B.J. (2005). Leadership Development in Balance:
Made/Born. NJ: Erlbaum & Associates.
Avolio, B.J., & Luthans, F. (2006). High Impact Leader:
Moments matter in authentic leadership development.
NY: McGraw-Hill.
Avolio, B. J., Walumbwa, F. O., & Zimmerman, C. (2014).
Authentic leadership theory, research and practice:
Steps taken and steps that remain. Oxford Handbook of
Leadership and Organizations. Oxford: Oxford University
Press.
Avolio, B.J., & Wernsing, T. S. (2008). Practicing authentic
leadership. In Lopez, S. J. (Ed.). Positive psychology:
Exploring the best in people. Westport, CT: Greenwood
Publishing Company, pp. 147-165.

Bass, B. M. & Riggio, R. E. (2005). Transformational
leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum
Associates.
Gardner, W.L., Avolio, B.J., & Walumbwa, F. (2006). Authentic
Leadership Theory and Practice: Origins, effects
and development. Amsterdam: Elsevier JAI Press.
Sosik, J. J. (2015). Leading with character: Stories of valor and
virtue and the principles they teach (2nd ed.).
Charlotte, NC: Information Age Publishing.
Sosik, J. J. & Jung, D. I. (2018). Full range leadership
development: Pathways for people, profit and planet (2nd
ed.). New York: Routledge.
Articles:
Antonakis, J., Avolio B. J., & Sivasubramaniam, N. (2003).
Context and leadership: an examination of the
nine-factor full-range leadership theory using the Multifactor
Leadership Questionnaire. The Leadership
Quarterly, 14(3), 261-295.
Avolio, B.J., & Chan, A. (2008). The dawning of a new era for
genuine leadership development.
Hodgkinson, G., & Ford, K. (eds.). International Review of
Industrial and Organizational Psychology, 23,

197–238.
Avolio, B.J., & Gardner, W.L. (2005). Authentic leadership
development: Getting to the root of positive forms of
leadership. Leadership Quarterly, 16, 315-338.
Avolio, B.J., Gardner, W.L., Walumbwa, F.O., Luthans, F., &
May, D. (2004). Unlocking the mask: A look at the
process by which authentic leaders’ impact follower attitudes
and behaviors. Leadership Quarterly, 15, 801-823.
Avolio, B. J., Griffith, J., Walumbwa, F. O., & Wernsing, T. S.
(2010). What is authentic leadership development?
In P. A. Linley, S. Harrington, & N. Garcea (Eds.), Handbook
of Positive Psychology and Work (39-52). Oxford:
Oxford University Press.
Avolio, B. J., Wernsing, T., & Gardner, W. L. (2018) Revisiting
the development and validation of the Authentic
Leadership Questionnaire: Analytical considerations. Journal of
Management, 44(2), 399-411.
Test Participant
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Gardner, W.L., Avolio, B.J., Luthans, F., May, D.R., &
Walumbwa, F.O. (2005). Can you see the real me? A

self-based model of authentic leader and follower development.
Leadership Quarterly, 16, 434-372.
Walumbwa, F. O., Avolio, B.J., Gardner, W.L., Wernsing, T.S.,
Peterson, S.J. (2008). Authentic
leadership: Development and validation of a theory-based
measure. Journal of Management, 34(1), 89-126.
Zhu, W., Avolio, B. J., Riggio, R. E., Sosik, J. J. (2011). The
effects of transformational leadership on follower and
group ethics. The Leadership Quarterly,10, 801-817.
Test Participant
36
A note from MLQ/ALQ co-author Bruce Avolio
Occasionally it may be appropriate to have a leader do a self-
rating only, with no rater/observer
feedback. However, there are many reasons to have others rate
the leader's style and behaviors. Here
are some important points to consider:
1. The choice of which rater source to use should be tied to the
research or developmental
question. If you are interested only in how leaders think about
or perceive their own

leadership behavior, then collect only self ratings. In every
other instance, why not collect
observation data from other sources?
2. Leaders can have unique relationships with peers, followers
and other leaders, and the
ratings will differ as a consequence of the unique nature of
these relationships.
3. Since leadership is in the 'eye of the beholder', why collect
data from only the 'self
beholder'?
4. There is considerable evidence indicating that self and other
ratings often do not agree, for
reasons mentioned above.
5. The Self form does not measure actual leadership behavior,
rather it measures only the
self-perception of leadership.
This is an important point: at core, leadership is in the eye of
the beholder. Thus, to the degree that
one has only one source, the validity of that source is in
question. This is true of every type of research
or assessment instrument, including personality instruments. If
a leader has 10 followers and you get a
rating from just one, it is unlikely that that rating will represent
the 9 other views — especially if that
rater has worked for the leader for one month or less. If we get
ratings from peers, that may not

generalize to followers. If we get ratings from the leader
him/herself, one must ask, how representative
are those ratings of all other sources? If your interest is to
understand or change the self-perceptions
of a leader, then measuring only self ratings is appropriate. If
the goal is to measure leadership
behavior, then measuring raters'/observers' perceptions of that
leader is the most appropriate.
Test Participant
37
Three normative groups are included in what is referred to as
"several norms" for the authentic leadership scales.
All three sample norms are from Walumbwa et al. 2008.
Sample 1 was 178 working MBA and evening adult students.
The average age of participants was 26 years (SD
= 7.23), with 3.44 mean years (SD = 3.17) of work experience;
56% of the participants were female.
Sample 2 was 236 adult evening students with full-time jobs.
The average age of the participants was 24.49
years (SD = 5.92), with 3.28 years (SD =2.55) of work
experience; 48% were female.

Sample 3 was 478 working adults drawn from 11 diverse U.S.
multinational companies operating in Kenya,
Africa. Approximately 98% of respondents indicated they were
Africans.
1
Leader Development Plan Instructional Aid
By Day 7 of Week 4, you will submit a personal Leader
Development Plan based on a
leadership role of interest to you. Listed below are the major
components of the plan
along with a detailed explanation of each.
Assess your strengths and limitations. Keep in mind that even
the best leaders have
limitations and can benefit from leader development; therefore,
finding that you also
have some limitations is perfectly normal. With that said, good
leader development
plans include targeted activities to develop strengths and
manage limitations. For
example, a highly introverted leader might engage in activities
to improve active
listening, a skill that comes more naturally to introverts, with
the end goal of forming
stronger bonds with colleagues. This leader may also engage in
development activities
to overcome discomfort related to networking, a skill that
comes more naturally to

extroverts. Therefore, the chosen development activities are not
intended to turn an
introvert into an extravert, but rather to build on existing
strengths and find ways to
manage limitations.
Create SMART Goals. SMART goals are those that are specific,
measurable,
attainable, relevant, and timely. An example of a SMART goal
is: Apply active listening
skills to interactions with the CFO, COO, and CIO during one-
on-one meetings over the
next 2 months. Conversely, an example of a poorly written goal
is: Improve relationships
with colleagues.
Identify development activities. Use the 70-20-10 approach as a
guideline for your
Leader Development Plan.
• 70% of your development activities should be on-the-job
learning (e.g.,
participating in challenging assignments that allow you to apply
leadership
knowledge and skills);
• 20% should be learning through coaching, mentoring, and
feedback, and;
• 10% should be formal, classroom-based learning.
Please note the above percentages are approximations only. You
are not required to
adhere to the exact percentages. Just be sure that most of your
development activities
occur on the job, some occur through mentoring, coaching, and
feedback, and very few

occur in a classroom setting.
Identify action steps you will take to complete the development
activities. Action
steps may include contacting a supervisor or colleague about a
project you think would
help develop your leadership skills, scheduling a meeting to
receive feedback on how
well you applied specific leadership skills, or registering for a
leadership workshop.
Identify resources you will need to complete the development
activities.
Resources may include time, cost, and leadership resources.
Identify the timeline for completing the development activities.
Be sure to indicate
a specific and realistic date by which you will complete the
leader development
activities.
2
Identify methods and data to assess your achievement of
SMART goals. To
assess your achievement, focus on measuring how well you
apply your knowledge and
skills while on the job and/or the business results from doing
so. Consider the following
examples: You could ask your supervisor to observe you
applying strategic thinking
skills to determine whether you have mastered that skill. You

could engage in 360-
degree feedback where your colleagues and employees provide
input about your
improvement. You could keep track of the number of business
deals you make as a
result of your improved networking skills and the subsequent
profit of those business
deals.
3
You are encouraged to use the following table and examples to
guide your thinking as you develop your plan. It may be
useful to include similar tables depicting your Leader
Development Plan in the appendix of your paper; however, the
tables will not count towards the total page count.
Goal #1
Suppose your assessment results indicate that you need further
development in transformational leadership. According to
Northouse (2018), an important aspect of transformational
leadership is individualized consideration, that is, listening to
followers’
needs and assisting followers with their growth and
development. Therefore, a leader development goal could be:
Apply coaching and mentoring skills to employees as they
complete assigned tasks and projects to further their
development.

On-the-Job Learning
What on-the-job
learning activities will
you complete to
achieve your goal?
• Hold bi-weekly, one-on-one meetings with each employee to
learn more about their needs and goals.
• Delegate tasks or projects to each employee based on their
goals.
• Use coaching and mentoring skills to help employees
successfully accomplish assigned tasks and
projects.
Learning Through Coaching, Mentoring, and Feedback
What learning
activities will you
complete with the
help of others?
• Ask a transformational leader who has strong coaching and
mentoring skills if I can observe him or her
coaching and mentoring employees.
• Invite the leader to attend three of my one-on-one meetings
with employees and give me feedback on
my coaching and mentoring skills.

Formal, Classroom-Based Learning
What formal,
classroom-based
activities will you
complete to achieve
your goal?
• Attend a workshop called, “Coaching Essentials,” developed
by the Ken Blanchard Companies.
Action Planning
What action steps do
you need to take to
complete the
activities?
• Schedule bi-weekly meetings with each employee.
• Identify upcoming tasks or projects to assign to employees.
• Identify a transformational leader within the company who has
strong coaching and mentoring skills.
Contact him or her to schedule observations.
4
• Complete some pre-reading on coaching and mentoring.
• Register for coaching workshop.
Resources

What resources or
help will you need to
complete the
activities?
• Two hours of employee time per month to participate in one-
on-one meetings.
• Fourteen hours of my time per month to hold one-on-one
meetings with each of the seven employees.
• Additional time, as needed, for coaching and mentoring
outside of scheduled one-on-ones.
• Three hours of my time to observe the transformational leader
and two additional hours to discuss his
or her feedback after observing me.
• Ten hours to complete the following pre-reading about
coaching and mentoring:
o Emelo, R. (2015). Shift your focus with modern mentoring.
Talent Development, 69(9), 36–41.
o Grant, A. M., & Hartley, M. (2013). Developing the leader as
coach: Insights, strategies and tips
for embedding coaching skills in the workplace. Coaching: An
International Journal of Theory,
Research and Practice, 6(2), 102–115.
o Lancer, N., Clutterbuck, D., & Megginson, D. (2016).
Techniques for coaching and mentoring.
London: Routledge.
• Six hundred dollars and eight hours to attend coaching
workshop.

Timeline
What is the timeline
for completing the
activities?
• Complete pre-reading and attend workshop by June 30th.
• Observe leader by July 15th. Ask the leader to observe me in
three meetings on September 15th.
• Schedule to one-on-ones to begin on August 1st.
• Assign tasks and projects by August 15th.
Measurement
How will you measure
whether you achieved
your goal?
• Work with Human Resources to develop a survey that assesses
employee perceptions of the degree
to which they feel supported in their individual development
and growth. Ask Human Resources to
administer the survey before and after I complete the leader
development activities.
• Obtain feedback from the leader who observed me in one-on-
ones regarding how well I applied
coaching and mentoring skills.
• Obtain a certificate of completion from the coaching workshop
I attended.

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